Incursões reflexivas sobre o conceito de turismo e a qualificação "pedagógico" no binômio "turismo pedagógico"

Abstract

The aim of this work is to study the concept of pedagogic Tourism, focusing on conceptual relations that may arise from the analysis of this combination, considering the term “Tourism” as the nuclear one of the expression. Thus, supposing that in the constitution of this binomial, each of its constitutive elements contains a wide and dynamic conceptual spectrum, woven by different theoretical biases, which were built in diverse historical contexts, the research aims at answering the following questions: Which would be the concepts of tourism, and the epistemological-pedagogical presuppositions contained in the adjective “pedagogic”? Would these concepts and presuppositions be discussed on scientific literature with focus on “pedagogic Tourism”? From this viewpoint, this work has the aim of identifying/explaining conceptual configurations of the expression “pedagogic Tourism” in theoretical or theoretical-practical assumptions which are present (and accessed) in scientific literature (in which pedagogic Tourism is studied), considering, on one hand,conceptual approaches of tourism, and, on the other hand, relations which are established between epistemological and pedagogical models. In this sense, systematization will be provided, in time and bibliography, considering methodology of production in Brazil, as well as knowledge about it – or, more specifically, an analytical-conceptual vision of those who study tourism. This qualitative and bibliographic explorative research analyzes, through an hermeneutical approach and methodological operational cuts, twelve articles published between the years of 2005 and 2012, in scientific Brazilian journals and/or those which were presented in scientific events consolidated in the area of Tourism, in which title appears the expression “pedagogic Tourism”. This analysis was done based on the process of elaboration of a definition, as Garcia (2006) presents it. According to it, this is a predicative proposition composed of: Term (definiendum), Copula, Gender (genus), and Differences (differentiae). After the process was followed, it was arrived to a definition of pedagogical Tourism, to which a number of authors converged. From this, it was done an interpretative synthesis, identifying conceptual configurations of tourism, as well as pedagogical-epistemological assumptions which would be adjacent to them. This study led to the discussion of the name of the activity at school. It also evidenced repeated “conceptual errors” in this combination’s approach. This leads to signs of the importance of discussing conceptual configurations related to pedagogical Tourism, mainly those which remain in time, as well as theoretical conceptions followed by some incongruence related to their epistemological-pedagogical bases, and links established by school practice.