Attitudinal, conceptual, and procedural dimensions of the knowledge of trail guides in national parks

Marcial Cotes,Juarez Vieira Do Nascimento,Ana Maria Alvarenga

doi:10.1590/s1980-6574202000010230

Abstract

Abstract Aim: This study aimed to present the conceptual, procedural, and attitudinal knowledge of the trail guides (TG) in the Serra da Capivara National Park (SCNP) and Caparao National Park (CNP). Results: Seventy-nine TGs participated in this descriptive-exploratory research, with a qualitative approach, representing 84% (n = 40) of CNP guides and 80% (n = 39) of SCNP guides. Conclusions: The evidence describes the conceptual, attitudinal, and procedural dimensions displayed before and during trail-walking, with differences in conceptual knowledge, discrepancies in procedural knowledge, and equality in attitudinal aspects. The importance of the participation of the area of physical education was highlighted in the training of TGs, alongside the need to include didactic-pedagogical content, environmental education, exercise physiology, movement biomechanics, flora, fauna, notions of minimal or desirable impact, and first aid.

Highlights

The growth in popularity of outdoor activities has been observed by several authors[1,2,3,4,5,6,7]
There was a difference in the training of the Serra da Capivara National Park (SCNP) trail guides (TG) when compared with those of the Caparaó National Park (CNP), both in terms of the quality and quantity of didactic-pedagogical and scientific content regarding the biome and the geological formation, with the SCNP surpassing the CNP
There was a lack of consensus among the CNP TGs with regards to the vegetation type and geology of the Conservation Units (CU): Each trail is guided in a certain way, depending on the visitor

Summary

Introduction

The growth in popularity of outdoor activities has been observed by several authors[1,2,3,4,5,6,7]. In addition to the potential for local economic impacts based on conservation values[8], activities can promote well-being and resilience among participants[9]. Conceptual/cognitive knowledge considers the meaning of the concept and the intellectual and cognitive capacity of the human being in dealing with the content[34] It is recognized that the categories of educational objectives[24,25,26], known as the cognitive, psychomotor, and affective-social domains[27], contributed to the systematization of the dimensions of conceptual, procedural, and attitudinal contents, respectively[28,29,30,31,32,33].

Objectives

Methods

Results

Conclusion