Abstract
In a contemporary context of material and symbolic distancing between people and nature and the urbanization of living spaces, researchers sounded the alarm about the nature deficit and negative consequences on child health and well-being. This research aimed to explore how nature is experienced during school by Tupinambá children, an ethnic group in Brazil. Starting from concepts such as biophilia, affordances, and place, we describe the research background of the Tupinambá, as well as their life context. We adopt a multi-method approach using photographic and interview records as well as participatory observations. Our results allow us to affirm that participants' daily school life promotes biophilia through outdoor activities and direct contact with nature. In nature, children perceive affordances through interactions with living beings and landscape elements. Traditional knowledge is shared in daily school life and teachers allow children to make their own discoveries in the natural environment. The Tupinambá experience can inspire schools in other contexts to carry out activities in nature and thus promote environmental awareness.
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