Do vivido ao produzido: a construção dos conteúdos do clima na Geografia escolar

Abstract

The atmospheric phenomena happen in our daily life, causing several economical, social, cultural and physical impacts, according to scales of analysis. Their study is essential, in a classroom, so that students understand the concepts and analyze their different impacts on the geographic space. Thus, this research aims to develop didactic proposals for the mediation of the contents on climate in Geography classes, being a way of understanding the spatial transformation, enabling the comprehension of the concepts and studies related to landscape, in the first year of high school of Colégio Grupo Potência, located in Magé. Furthermore, having as specific objectives: discuss the importance of the study of Climatology for Geography teaching, identify daily practices of students which help in the learning process and understand if the concepts and topics can contribute to the critical learning. In terms of methodology, this paper was carried out based on qualitative research, which aims to understand the representation of the individuals and the reality they live in through action research, which puts the researcher not only as a viewer, but as a participating and integral part of the process. The instruments used in this research were a survey, a concept/mental map, illustrations of climate landscapes, analysis of news from online newspapers and TV programs, the use of applications such as Windy, Climatempo and INMET, popular sayings and “memes” from the internet. Proposals were created along with the student body in order to think and comprehend the space where they live and what the relations and spatial consequences that occur through the action of climatic phenomena are. From this analysis, this paper intends to develop the geographic knowledge through different teaching processes, enabling a meaningful learning, based on the geographic analysis of the climate. As a result, it could be seen that in order to mediate the Geography teaching, it is necessary to develop and use different methods and tools, given that the didactic materials presented the concepts and physical and natural themes separately, making the process of learning based on critical and integrative analysis harder. In this regard, it was possible to infer that working with different didactic proposals and relating them to where the students live and other scales of analysis have had a positive effect on the learning process, making it meaningful and critical.