O Ensino de climatologia no sexto ano do ensino fundamental: uma análise de livros didáticos

Abstract

This is a bibliographical and documentary analysis research aimed at examining the themes of physical nature in the National Common Curricular Base (BNCC) and, more precisely, how climatology content is addressed in two textbooks. The research seeks to propose an evaluation of how geographical climatology content is approached in textbooks and how it is proposed in the BNCC. Additionally, a comparative evaluation is proposed between two instructional materials from different educational networks, private and public. The text covers topics related to School Geography in the context of basic education, especially in the final years of Elementary School. It also addresses the teaching of physical-natural themes in this context. Another highlighted topic is the history of climatology and how it relates to the teaching of Geography, concluding with the analysis of the textbook. This study conducted a critical comparison between two Geography textbooks, "Livro Panoramas" and "Livro Expedições geográficas," both intended for the same level of education. The analysis covered five main topics: structure and organization, content coverage, language and accessibility, visual components, and technology integration. "Livro Panoramas" follows a linear structure, while "Livro Expedições geográficas" adopts a modular approach. Both address geographical topics but with different emphases, reflecting distinct educational philosophies. The language of "Livro Expedições geográficas" is more technical, while "Livro Panoramas" is more accessible. The visual approach varies, with "Livro Panoramas" using more detailed components and "Livro Expedições geográficas" favoring simpler illustrations. Both incorporate technology but in different ways, with "Livro Panoramas" offering online resources, while "Livro Expedições geográficas" provides a web address for supplementary materials. The choice between them depends on educational priorities, target audience, and the educator's pedagogical vision, highlighting the diversity of approaches available to enrich Geography teaching.