Education is constantly challenged by political, economic and cultural transformations. Nowadays we live in a unique moment in our society that imposes a series of behaviors, such as social isolation, that directly impacts the educational context.

The educational process can count on three important areas to be developed in a broadway. They are formal education, non-formal education, and informal education, which can be considered complementary. These areas are made up of different characteristics and ideals, in this text we deepen our reflections about the importance of developing educational practices carried out in non-formal teaching environments.

We emphasize that non-formal education is intentional, that is, it occurs in a planned way and cannot be considered spontaneous. With this, we emphasize that the teacher has a fundamental role in this process.

The education professional must take into account the diverse contexts where students are inserted and the various languages present in our society, in order to build an education focused on citizenship.

By pointing out that our main educational objective is citizen formation, we seek in our educational practices to collaborate so that students can construct their world reading in an autonomous and critical way.

In order for students to have subsidies for the construction of such reading, we consider that educational practices in non-formal teaching environments can make a difference. After all, what are these practices? And how can they collaborate with this objective? Is it possible to develop them in this moment of pandemic?

The non-formal teaching practices are developed in environments such as: museums, art exhibitions, parks, squares, among others. In these places the teacher will be able to explore the various languages present, such as the musical, the plastic arts and the scenic arts, in addition to providing the student with contact with historical elements.

It is important that such practices relate to the reflections and the contents being worked on in class, so that the outing in the field can be deepened and better used.

We emphasize that teaching in non-formal environments can contemplate the student’s location. In this way, it provides the construction of important reflections about the neighborhood, the city and the region. By knowing and reflecting on the locality, the student will be able to problematize and understand what is around him, that is, this educational practice will be able to subsidize the reading and understanding of realities.

As we have already mentioned, teaching in a non-formal environment can provide the work with the various languages and different contexts, collaborating so that the student builds his reading and understanding of the world, making the educational process more contextualized and focused on citizenship.

We can consider that the outings in the field collaborate with the construction of innovative educational practices, more dynamic and attractive to students. However, is it possible not to leave such an assumption aside, when thinking about classes in times of social isolation?

The technological resources could be our allies in this current context. Some possibilities are being made available by museums and monuments around the world. Some examples are to jump the eyes, because we can explore places that are icons of art and world culture.