O ensino de Climatologia na Geografia escolar do município de Tefé-AM

Abstract

This research aimed to analyze specific contents and methodologies integrated into teaching practice. The investigation was carried out in the teaching-learning clipping of Climatology for high school in the city of Tefé/AM. The justification for the study was based on the challenges related to the teaching of contents that address Climatology and the distance between what is taught and the reality experienced by the students. Also the difficulties that professionals find in building this knowledge for meaningful learning. In the study area in the municipality of Tefé-AM, state schools that practice the high school modality were selected. In all, six schools in the urban area and two in the rural area were investigated. The rural schools are in the communities of: Missão and District of Caiambé. The eight state schools are part of the State Secretariat for Education and Teaching Quality of Amazonas – SEDUC. On average, 15 professionals, in the area of Geography, including permanent employees and contractors of the institution participated. The investigation had theoretical support from Geographic Climatology; such as the studies of Monteiro (1971), Sant'Anna Neto (2008), Aleixo (2021), Monteiro (2021), among others and linked to the teaching of Geography; such as the literature of Maia (2012), Paula (2009) and Steinke (2012). The methodological procedures, which were experimented with, were based on carrying out a Systematic Review, using scientific databases, such as: Capes Periodicals, Google Scholar and the Brazilian Journal of Climatology. This investigation provided a summary of evidence related to a specific intervention strategy; through the application of explicit and systematized search methods, critical appreciation and synthesis of selected information. It was also possible to highlight other research carried out regarding the investigated theme. Subsequently, a qualitative approach was employed through interviews with teachers in the education network, using Google Forms and also in person. Thus, it was possible to make observations in schools and classrooms and identify in practice the reality of Geography classes. In addition, analyzes were made of the didactic resources available, as well as the opinion of the teachers about some school environments. The computer labs and libraries made it possible to expose the reality of the lack of adequate maintenance for the operation of these places. The interviews showed the main gaps between theory and practice in relation to teaching and learning in Climatology. It is understood that, in Tefé, a large part of the teaching of School Geography is developed in a theoretical way. The majority of professors have difficulties in approaching and relating Climatology themes to daily life, where practical activities are less present. Many professionals need and request additional training to improve their teaching methodologies. Furthermore, it was shown that many schools suffer from thermal discomfort and this interferes with learning and the quality of teaching work; showing the precariousness of public schools in the interior of the state and the lack of specific didactic resources of local Geography. Therefore, the research results contributed to characterize the profile and practice of teachers who work in the state network and in high school and present the main difficulties in teaching and learning Climatology when integrated into the daily life of the Amazon in its physical, social and cultural aspects.