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Children in Nature: lived experiences, knowledge and belonging1 1 This article is part of the Thematic Section, Childhood and Education of Ethnic-Racial Relations, organized by Renato Noguera (Universidade Federal Rural do Rio de Janeiro), Míghian Danae Ferreira Nunes (Universidade da Integração Internacional da Lusofonia Afro-Brasileira), Luciana Pires Alves (Universidade do Estado do Rio de Janeiro) and Nancy Lamenza Sholl da Silva (Universidade Federal Fluminense).

Abstract:

This study is about the lived experiences of children in nature and the repercussions in their biopsychosocial development. From a Spinozean perspective, it is understood that everything is constructed from nature, whereby humans are beings of nature and, simultaneously, of culture. The study demonstrates their biophilic condition and discusses the drawings and speech of children from Tupinambá de Olivença and Mura ethnicities and of non-indigenous children from New York, with the aim of our approximating to their ecological knowledge and their feelings in relation to the natural universe of which they are part. This approach is reflected upon within indigenous and urban school education, considering elements of K-12 education guidelines and studies on human rights and the environment.

Keywords:
Child-Nature; Biophilia; Tupinambá; Indigenous School Education; Biopsychosocial Development

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