The power of learning beyond the classroom

At the Museu do Ipiranga, Teens 8 students toured the hallways of a historic building that stands as a monument to Brazil's independence.

In March, TEENS 8 and TEENS 9 students embarked on two journeys: one to the Museu do Ipiranga, an emblematic site of Brazil's independence, and the other to the Museu da Imigração, which reveals the rich tapestry of migratory histories that have shaped the country. These visits were not merely excursions, but immersive educational experiences, reinforcing classroom learning in a way that only exposure to the real world can provide.

Getting out of the school environment and exploring a new space stimulates curiosity, self-confidence and adaptability. Educational excursions require students to interact with the environment, ask meaningful questions and talk to guides and experts, fostering confidence in their ability to learn beyond the classroom.
In both museums, the students were not just passive observers; they actively participated in practical activities and investigative challenges created in an interdisciplinary way by the teachers. Whether decoding historical documents at the Museu da Imigração or analyzing works of art and antiquities at the Museu do Ipiranga, these experiences empowered the students to take an active role in their own learning, a skill that will benefit them throughout their academic and professional journeys.

At the Museu do Ipiranga, Teens 8 students toured the hallways of a historic building that stands as a monument to Brazil's independence. Seeing up close the place where Dom Pedro I made his iconic proclamation in 1822 creates a deep connection with national history. The exhibitions, filled with artifacts from the period, paintings and narratives, transform history from something distant into a living, vibrant story. In an integrated way, the subjects of Visual Arts and History complemented each other in this project, creating a tangle of knowledge and skills that took shape and came to life. By inviting the students to interpret works of art, such as the painting “Independência ou morte!” by Pedro Américo de Figueiredo e Melo (1888), and make connections with the characters, the choice of scenario, features and the historical moment portrayed, the students exercise observation, comparison and synthesis skills, allied to the content.

Similarly, at the Museu da Imigração, Teens 9 students engaged with the realities of migration, a topic that is not only historically significant, but also highly relevant today. By exploring the challenges and achievements of those who arrived in Brazil in search of a better future, the students developed a greater sense of empathy, cultural awareness and critical thinking-essential skills in an increasingly globalized world. The project, developed by the Geography, Portuguese and English subjects, provided an opportunity to discuss numerous issues involving migration, contributing to the formation of a critical awareness on the part of the students and to building citizenship, tolerance and diversity. Migratory movements take place all the time; whether it's the action of the migrant who leaves his country of origin, about to become an “immigrant” in the eyes of national citizens; or the action of the worker and student who leave their city every morning in order to work and study. The theme of migration emerges in our lives through news headlines featuring the countless Syrian, Palestinian and Jewish refugees who struggle to cross the borders of different countries; it also emerges in our daily social, economic and cultural lives.

While traditional classroom learning is fundamental, educational excursions offer unique benefits that enrich students' academic and personal development by immersing them in real-life contexts. Recent visits to the Museu da Imigração and Museu do Ipiranga are examples of how these experiences provide a deeper and more meaningful connection with history, society and culture.

There's nothing like seeing, touching and interacting with historical artifacts to understand the past. At the Museu da Imigração, students explored preserved records of people who arrived in Brazil through the Hospedaria de Imigrantes do Brás. These primary sources, combined with the interactive exhibits, helped students visualize and emotionally connect with migration stories in a way that a book could not replicate.

Similarly, the visit to the Museu do Ipiranga allowed the students to be in a place of great historical importance. Walking through the museum's corridors, observing paintings and artifacts from the period, and experiencing its narrative approach, the students reinforced their retention of historical events, making them more than just distant facts. By interacting with these subjects directly, students learned to evaluate historical sources and consider multiple perspectives-analytical skills essential for both academic studies and real-world problem-solving.

Pedagogical excursions like these remind us that learning is not limited to four walls. They provide a holistic approach to education, where history is not just studied, but experienced. Whether it's standing in front of immigration records or contemplating a monument that has shaped a nation, these moments awaken a passion for discovery that lasts a lifetime.