O ensino de fundamentos de climatologia nos livros didáticos de geografia do terceiro e quarto clclo do ensino fundamental

Abstract

This work aims at analysing different geography textbook collections, taking into account the theoretical-methodological approach applied in order to facilitate comprehension of climatology for the third and fourth cycles of secondary school. For this purpose, firstly we will contextualize the emergence of Climatology as a field within Physical Geography and its contribution to the consolidation of Geography as both academic and classroom knowledge. Hereupon, we will evaluate the changes in the approach of academic Physical Geography through time and how much do the new approaches that arisen are actually applied in Geography as taught in schools. We consider that, in order to properly evaluate this transposition to Geography taught in schools, it is essential to evaluate the Brazilian National Curriculum Guidelines (Parâmetros Curriculares Nacionais), as well as the National Textbook Program (Programa Nacional do Livro Didático) and, in more detail, to focus on the textbooks themselves. Thus, regarding the most used collections by teachers in Brazilian Public Schools, we selected three to carry out the evaluation, considering the content related to Climatology, the presence of images in the subject area and the activities offered within it. The results show that there is a predominance of Climatology based on Climatological Normals, as static data that define the regional frame. The dynamic perspective of Climatology presents itself when the text deals with the differentiation between the concepts of time and climate and with urban environmental problems. Climate change, specially the one proposed by IPCC and the Climate Policy, is present in the textbooks used in the fourth cycle. In the books, which deal more closely with regional studies, be it in Brazil or in the rest of the world, climate is dealt with as a prior condition of the regional with little to no relation to other physical and social aspects.Among the images present in the books one can see more of evidence images than merely illustrative images, but there are still few interpretative images. Regarding the proposed activities, the books present, apart from direct questions about the text, book, film and search engine suggestions. There are few activities which demand the interaction of the student with his/her locality.