EDUCAÇÃO DECOLONIAL:

O presente artigo parte da sistematização das práticas pedagógicas interdisciplinares (Geografia e História) realizadas ao longo do ano de 2019 no Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET), Unidade Maria da Graça (Rio de Janeiro), para dialogar e debater as questões raciais e o ensino decolonial. Nesse intuito, foram realizadas três saídas de campo: primeiramente para o Museu Nacional de Bela Artes, em seguida ao sítio inscrito pela UNESCO como Patrimônio Mundial, conhecido como Pequena África e por fim a região da Praça XV de Novembro. A atividade trouxe novos olhares a respeito da paisagem da cidade do Rio de Janeiro e levou os discentes a refletirem sobre mudanças e permanências no uso do espaço urbano. Essas mediações ganharam corpo através de uma série de publicações realizadas pelos alunos nas redes sociais. Palavras-chave Praça VX, Interdisciplinaridade, Educação étnico-racial, Paisagem carioca. DECOLONIAL EDUCATION: the landscape and the black History in the narratives of downtown Rio de Janeiro Abstract This article starts from the systematization of interdisciplinary pedagogical practices (Geography and History) carried out throughout 2019 at the Federal Center for Technological Education Celso Suckow da Fonseca (CEFET), Maria da Graça Unit, to dialogue and debate on racial issues and the decolonial teaching. With this in mind, three field trips were made: first to the National Museum of Fine Arts, then to the UNESCO World Heritage site known as Little Africa and finally to the Praça XV de Novembro region. The activity brought new perspectives on the landscape of the city of Rio de Janeiro and led students to reflect on changes and permanencies in the use of urban space. These mediations were embodied through a series of publications made by students on social networks. Keywords Praça VX, Interdisciplinarity, Racial ethnic education, Rio landscap.

The sanctity of goddesses: an insight into the worship of Bà Tổ Cô in Northern Vietnam

In Vietnam, a country where religious expression is widespread, many gods and goddesses are commonly worshipped. Among those, Bà Tổ Cô (Family Goddess) is widely worshipped in the North of Vietnam due to her exceptional background as unmarried, young, and having spiritual roots, unlike other national and heroic figures. This article examines the sanctity of the Family Goddess by decoding the terms, worshippers, beliefs and practices, sacred encounters and supports. The research is a final result of decade-long field trips, archival study, and in-depth interviews with various stakeholders. The research findings show that the veneration of the Family Goddess in Northern Vietnam is a continuity of a long-standing tradition of worshipping female deities in Asia and thus emphasising the need to maintain this unique intangible heritage as a crucial part of Vietnamese cultural diversity.

School and Teacher Partnerships at the Memphis Brooks Museum of Art

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.

Pemanfaatan Situs Purbakala Pugung Raharjo Sebagai Sumber Belajar Sejarah untuk Mahasiswa

This study aims to examine the Pugung Raharjo Archaeological site as a source of learning history. The location of the Pugung Raharjo Archaeological site is located in the village of Batanghari, Sekampung, East Lampung Regency, Lampung Province. This research is qualitative research with a descriptive approach. Data collection techniques through literature study, observation, interviews, and documentation. The data validity technique uses source triangulation, for data analysis using interactive model analysis. The Pugung Raharjo Archaeological Site is a site protected by the Cultural Conservation Preservation Agency. As a source of learning the history of the ancient site Pugung Raharjo has historical values in the Praaksara/nirleka era with its relics, namely; Punden terraces, earth forts, stone with holes, stone axes, stone corpse complex, megalithic pools, beads, and household utensils. Classical era or Hindu-Buddhist relics, namely; Bodhisattva statues, Polynesian type statues, Humpback Inscriptions, and Ceramics. During the Islamic period, his relics were; Dalung Inscription, and Tombstone. The Pugung Raharjo Archaeological Site can be used as a source of history learning, one example is by learning history through the arrival and spread of early people in Sumatra, especially Lampung because this is the forerunner to the formation of a province of Lampung or often called the earth of Lampung. The process of utilizing the Pugung Raharjo site as a source of learning local history can be done by means, students can directly visit the object by doing/field trips. Thus the Pugung Raharjo archaeological site is very important for students, where students can participate in caring for and preserving historical relics in the vicinity. Penelitian ini bertujuan untuk mengkaji situs Purbakala Pugung Raharjo sebagai sumber belajar sejarah. Lokasi situs Purbakala Pugung Raharjo terletak di desa Batanghari, Sekampung Kabupaten Lampung Timur, Provinsi Lampung. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data melalui studi pustaka, observasi, wawancara, dan dokumentasi. Teknik keabsahan data menggunakan trianggulasi sumber, untuk analisis data menggunakan analisis model interaktif. Situs Purbakala Pugung Raharjo merupakan situs yang dilindungi oleh Badan Pelestarian Cagar Budaya. Sebagai sumber pembelajaran sejarah situs purbakala Pugung Raharjo memiliki nilai-nilai sejarah pada zaman Praaksara/nirleka dengan benda-benda peninggalannya yaitu; Punden berundak, Benteng tanah, Batu berlubang, Kapak Batu, Komplek Batu Mayat, kolam megalitik, manik-manik dan peralatan rumah tangga. Zaman klasik atau Hindu-Budha benda peninggalannya yaitu; arca Bodhisatwa, arca tipe Polinesia, Prasasti Bungkuk, dan Keramik. Pada Masa Islam benda peninggalannya yaitu; Prasasti Dalung, dan Batu Nisan. Situs Purbakala Pugung Raharjo dapat dijadikan sebagai sumber pembelajaran sejarah, salah satu contohnya adalah dengan pembelajaran sejarah melalui kedatangan dan penyebaran masyarakat awal di Sumatera khususnya Lampung, karena ini merupakan cikal bakal terbentuknya sebuah provinsi Lampung atau sering dikatakan juga bumi Lampung. Proses pemanfaatan situs Pugung Raharjo sebagai sumber belajar Sejarah Lokal dapat dilakukan dengan cara, mahasiswa dapat langsung mengunjungi obyeknya yang dilakukan dengan melakukan karya wisata/fieldtrip. Dengan demikian situs purbakala Pugung Raharjo sangat penting bagi para mahasiswa, dimana para mahasiswa dapat turut serta dalam merawat dan melestarikan peninggalan-peninggalan bersejarah yang ada di sekitarnya.

The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

USING UAV-BASED 3D IMAGES OF INDIVIDUAL TREE SPECIES IN DISTANCE EDUCATION IN FORESTRY

Distance education has been offered for years, but the integration of technological developments and opportunities into education has recently increased its popularity and event it became an indispensable method during the Covid-19 pandemic period. In distance education, accessing all class materials such as lecture presentations, class notes, reading materials, videos, live chats or class hours, and archive records allow students (participants) to learn without being in the same environments with teachers or learners. Technology has made vast contributions to the field of education. For instance, 3D as a teaching tool for the class attracts students’ attention, makes the learning process more enjoyable, and increases participation. In particular, for the disciplines, such as forestry, earth, and environmental sciences, which require laboratory exercises, field observation, field trips, and in-situ measurements, 3D modeling has provided many benefits in distance education. It enables 3D demonstration of the individual tree species to develop a virtual field laboratory. This study focused on the data sources and techniques to generate a 3D model of the individual tree species that forestry students used for distance education. The capabilities of the method in the generation of 3D models were evaluated by using UAV-based SfM photogrammetry. The results indicated that implementing 3D images of individual tree species can be a promising method that may increase the interest, interaction and satisfaction of the students in distance education in forestry.

Behavior, ecology and territory of the chestnut-bellied hummingbird, Saucerottia castaneiventris, in the xerophytic vegetation of the Chicamocha canyon of Colombia

The Chestnut-bellied Hummingbird Saucerottia castaneiventris is an endemic hummingbird of Colombia, currently categorized as Near Threatened (NT) globally and as Vulnerable (VU) in Colombia. We characterize the territorial defense and foraging behaviors of S. castaneiventris hummingbird during different seasons of the year, and we determined the size of the S. castaneiventris territory and its relationship with floral abundance at different times of the year. We made four field trips between 2008 and 2009 and registered 19 individuals from S. castaneiventris. Of these, 10 were in the rainy periods, distributed in five territories (one male and one female for each). Eight were in the dry period (July), distributed in four territories. And one individual was in the dry period of February, which did not settle in any of the identified territories. Territorial defense occupied a large part of species’ time. The nectar drinking, and insect hunting were the most frequent activities. The most common floral resources were Opuntia dillenii, Tillandsia sp. and Aloe vera. The hummingbirds Chlorostilbon gibsoni and Doryfera ludoviciae shared habitats with S. castaneiventris and there were fluctuations in encounter rates between the seasons (C. gibsoni ER: 20–7.5 and D. ludoviciae and ER: 0.0–2.5). Territories ranged between 1800 and 3800 m2 for the dry season and between 1500 and 6500 m2 for the rainy season. Our results provided primary information on the ecology of S. castaneiventris and form the basis for the formulation of conservation strategies for the species and for its habitats..

Architectural Travelers: The Role of Field Trips in Spatial Design Education

Architectural design and its education are physio- and socio-spatial activities. In other words, creating space is concerned with understanding the physical as well as the social/cultural context to produce meaning and values beyond determining and answering the right questions. Informal learning environments have always been an integral part of the profession even before its formal definition. Experiential learning or field trips play a significant role in architectural and spatial design education, yet procedural aspects of designing such a journey have not been discussed by educators regarding active and informal learning. This paper aims to understand the role of field trips and re-discover how they contribute to spatial design education at undergraduate level through the processes of learning by doing and research by design / design by research. The field trips, or the context, are discussed with a three-fold focus as an interdisciplinary design process: (1) Understanding the study field from macro to micro scale; (2) Experiencing and observing the society, culture and daily life; (3) Comparative studies through visits to buildings with similar programs. Case studies with local, national and international/foreign contexts from design studios of primary and secondary cycles are presented in order to illustrate this process.