As memórias climáticas e suas geografias : contribuições para a aprendizagem em curso de formação de professores.

Abstract

In the current pandemic period, education has been greatly rethought by researchers and educators and the agenda in higher education is the concern in the formation of the future teacher. It is known that the lack of interest of students has been very worrying in all areas of schooling, so that reinventing oneself as a teacher is fundamental at the present time, aiming at an education that instigates and provokes the student's curiosity and the search for knowledge. This work analyzes a teaching practice that has been applied, since 2018, in the discipline "Geographic Climatology" of the Geography course at the Federal University of Pelotas. The objectives of the “Minutes of Climate Memory” are, in addition to getting to know the student who is in the classroom, to pick up elements of his daily life, which are related to the scientific knowledge to be worked on in the discipline. But in order not to be restricted to the immediacy of everyday life, it is essential that they broaden the domain of concepts of climatology and an ordering of the processes that occur in the interaction of the atmosphere with the surface. In this dissertation, the practice is analyzed with the objective of identifying, from the lived and perceived, reported by the students in the “Climate Memories”, the possibilities of advancement in the conception and systematization of climatology knowledge in Geography Teacher Training courses. To do so, first, we discuss how the subjects' memories and perception are constituted; in the sequence, what is expected from the scalar insertion of weather and climate phenomena to be reported in memories are presented. Then, the UFPEL geography teacher training course and the origins of the students are contextualized, both in the course and in the discipline. From the transcription of thirty-four “Climate Memories”, those authorized by the students, an inventory of these (types of memory, elements or phenomena of time or climate, perception, date, place) was carried out, which resulted in a synthesis table. Then, the scalar and climatic zone insertion of the reported memories was discussed, some atmospheric systems identified in the reported memories and, also, the characteristics of land use and occupation that may have potentiated some phenomena reported in the memories. It is concluded that a genuine geographic climatology is being worked from memories, because, in addition to climate, geography was present in the diversity of places of origin and in the increasing mobility of students, in scalar articulations, in the logistics to organize memories