Construção de Proposta Didática sobre Desastres Naturais: a Fotografia e o Mapeamento Colaborativo no Ensino de Geografia no Ensino Médio de Aracruz-ES

Abstract

Spatial representations play a crucial role in Geography Education, serving as fundamental tools for developing geographical thinking and reasoning. By using maps, sketches, satellite images, and photographs, one can analyze and understand the interaction and positioning of geographical elements over time. The introduction of geotechnologies and collaborative mapping in education enhances this ability, highlighting everyday aspects of different social groups. This study examines the construction of a didactic sequence for the 12th grade, using technological and multimodal resources to investigate the spatialization of risk areas in Aracruz, ES, Brazil. The objective is to report on the development of the proposal and identify indicators of the development of geographical thinking and reasoning in students. Initially, the research involved a literature review on Physical Geography in the school curriculum, geographical thinking and reasoning, natural disasters, mass movements, landslides, floods, and the historical-geographical constitution of the municipality. The educational proposal was divided into five modules. The first two focused on deepening and reviewing concepts. The third module involved factual content, collaborative mapping, and hypothesis formulation. The fourth module worked with thematic cartography, correlating the spatialization of risk areas with socioeconomic characteristics. The fifth module, which was not applied, aimed to analyze the phenomenon at different scales and consolidate learning. The results showed that students had difficulties mastering concepts and interpreting data from various sources. Additionally, there was a need for improvements in school infrastructure and the availability of equipment and resources. Many high school graduates lacked a solid foundation in reading and interpreting maps, which compromised the development of geographical thinking and reasoning. However, the collaborative mapping activity had positive effects, as some students were able to take photographs of high-risk areas, report field observations, and foster discussions about place perception and space appropriation. While it cannot be claimed that all students achieved significant learning and developed geographical reasoning, it was possible to observe an acquisition of knowledge about the place where they live and an understanding of the location and occurrence of facts and phenomena related to risk areas in Aracruz. Thus, this study reinforces the importance of Physical Geography and educational activities that allow students to perform multiple readings of reality, contributing to a better understanding and engagement with the environment in which they live.