Uma sequência didática sobre desastres no ensino de geografia: proposta para o 7o ano do ensino fundamental de uma Escola Municipal de Japeri-RJ

Abstract

This research aims to investigate the use of a didactic sequence as a methodological resource in Geography teaching, focusing on education for disaster risk reduction. The central theme of the study is disasters, particularly floods, approached with the intention of contributing to their denaturalization in students’ perception—that is, understanding them as socio-environmental processes resulting from the interaction between human actions and natural factors, rather than as inevitable events. To achieve this, a didactic sequence was designed and implemented with a seventh-grade class in a public school in the municipality of Japeri, incorporating activities that encouraged critical thinking, contextualization with local reality, and appreciation of the students’ lived territory. The pedagogical proposal built upon students’ experiences with floods, progressively expanding the focus to structural aspects, such as disorganized occupation and lack of infrastructure. The sequence included interactive and reflective activities, such as discussion circles, analysis of news reports, development of disaster prevention proposals, and poster workshops. Results indicate that the approach fostered greater awareness among students about the relationship between society and nature, highlighting the importance of Geography education as a tool for forming critical individuals capable of intervening in their environment. The study reinforces the school’s role in promoting disaster risk reduction education through contextualized, participatory, and meaningful practices.