The ecological crisis pushes us to think differently about school, starting from the relationships between subjects and the natural world. This educational research developed and analyzed some place-based writing practices in an upper secondary school. Poetic-metaphorical placebased writing is explored as an opportunity to give voice to the encounter between adolescent students, places and nature. Emerging processes and themes were explored from a phenomenological perspective, combining grounded theory and art-based research inquiry approaches. The analysis emphasizes the complexity of the outdoor learning experience and highlights the perception of discontinuity with respect to the indoor school context; the relevance of the embodied and sensorial dimension in the writing process; a broader sense of attention for what is other. A deeper sense of relation with the natural word emerged, but the explicit emergence of environmental issues was less relevant.
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