In the region known as the "nursery of the Atlantic," Brazolin develops a field study project that places students in front of historical facts and their social and environmental consequences through a dynamic and investigative activity.

The Lagamar region is undoubtedly one of the most suitable for conducting field study trips. The estuarine-lagoon complex formed by the islands and channels houses a great biodiversity that is still preserved, represented by the fauna and flora of the coastal ecosystems.

Moreover, the historic cities of Cananéia and Iguape, with their rich architectural heritage, gather treasures from the history of our country.

Using all this natural and historical wealth as a pedagogical resource, students will be protagonists in a fun search for information and knowledge!

Day 1 - Iguape and North Point of Ilha Comprida

Upon arriving in Iguape, students will take on the role of colonizers!

With the help of an image suggesting the untouched Lagamar region, groups will present suggestions for protection, trade, transportation, and settlement of the area. Then, using "gamification" techniques, we will have students seek information about historical, social, and environmental facts that occurred in the region, exploring important points of the city. The entire activity takes place with the mediation of our educators who dedicate some moments for debates and information exchange, aligning and adjusting the students' conclusions.

After lunch, we will visit the north point of Ilha Comprida, a region that has suffered significant social and environmental impacts. By visualizing constructions destroyed by the advance of the sea, students will reflect on what happened there, what the causes and consequences were.

The day ends at "Morro do Espia," a location that was used for the protection of the city of Iguape, where it will be possible to visualize the geography of the region from above, concluding part of the discussions presented throughout the day.

At the end of the day, we will head to accommodation in Cananéia, stopping at the exit of Iguape for students to visualize the dam built to try to block the disastrous consequences of the construction of the Valo Grande Canal.

Day 2 - Ilha do Cardoso

Due to its various coastal environments (slope forest, rocky shore, mangrove, and restinga), the State Park of Ilha do Cardoso is a place of great pedagogical and scientific interest.

We will take students to know and interact with all these environments, guided by specialized biologists, monitors, and accredited local guides, with the accompaniment of qualified lifeguards. Students will be immersed in places filled with practices uncommon to their daily lives, in addition to learning to fish using artisanal techniques presented by a local fisherman.

Students will reflect on the occupation of geographic space and its transformation – how it was and what changed, observing, respecting, and understanding the importance of the Atlantic Forest, restinga, rocky shore, and mangrove.

The transfer between Cananéia and Ilha do Cardoso will be made with exclusive schooners. 

Day 3 - South Point of Ilha Comprida and Cananéia

At the south point of Ilha Comprida, students will learn about a sambaqui, which are formed by prehistoric accumulation of marine mollusks that served as food for primitive peoples, and will use the quadrant method to identify the structure and composition of a restinga forest.

In a second moment, students will understand how beaches and coastal environments are formed, concluding with leisure moments before a typical caiçara lunch.

Returning to Cananéia, we will stop at the historic center, where students should identify counterpoints with the preservation of Iguape's architecture. Our educators will make the necessary adjustments so that all the studied content and the students' discoveries fit together and complement each other.

1. The Lagamar Paulista Project is one of Ivian's exclusive itineraries that uses the ALEM methodology and works on the following competencies and skills:
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3. • Intellectual curiosity
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5. • Culture / Empirical knowledge
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7. • Inclusion for mutual understanding
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9. • Critique
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11. • Protagonism
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13. • Ethics and citizenship
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15. • Empathy