2022-07-112022-07-112012NERVIS, Deize Elaine; SOUZA, Malu Ítala Araújo; OLIVEIRA, Adriana Olivia Sposito. Análise do conteúdo de climatologia em livros didáticos de Geografia do 5 e 6 ano do ensino fundamental. Revista Geonorte, Manaus, v. 1, p. 46-58, 2012. Edição especial 2.http://repositorio.bc.ufg.br/handle/ri/20950The study of the interaction between the land surface and the atmosphere has always been necessary because from observation and analysis of climate dynamics, we have questions to think about social and economic development of society. Through the collection and interpretation of data and climatic phenomena, we can get direct implications for agriculture, health, weather disasters and other activities. It is in this context that this article allows an interaction between the school and the contents in textbooks of climatology, as it is this theme is the experience of the students and are also skills curriculum of Geography. Given this climate meet, how the elements, factors, and variants interact phenomena is of fundamental importance for the students of the lower grades of basic education. Therefore we analyze how content is approached in climate Textbook of Geography, as this is being discussed with the students. The research in question part of several guiding questions related to the content of this climatology in Geography textbooks. To support our research pointed questions like: How are organized units and climatological knowledge in textbooks of the 5th and 6th year of elementary school? How are pointed methodologies for learning knowledge? How is it structured content analysis in geography textbooks? What are the implications of climate studies in structured textbook, from the standpoint of conceptual, factual, procedural and attitudinal? And what are the methodological proposals presented in the textbook? We understand how critical role of education is the awakening of a new school for the training of citizens, men and women are able to understand and interfere with their social reality. Starting from the idea that knowledge is unique, we believe that geography can not be decontextualized from the reality that it seek explanations. So, as we reflect the contents of climatology are present in textbooks and should not be separated from the experience of the students. In this sense, we justify the need to understand the use of the book in public schools as a key teaching resources teacher and student, and the approach that climatology is presented in the same geographical. The choice of this content was mainly because I like this theme, and realize that in a previous analysis of some collections of textbooks, this content is still not evident. It seeks to answer how the units are organized and climatological knowledge in textbooks analyzed, as it presents the methodologies for learning knowledge, the application of intervention methods to supplement textbook teaching contributes to the process of teaching and student learning . This study aims to analyze the contents of Climatology present in textbooks Geography of the 5th and 6th year of elementary school. Use of Textbooks in Brazil according Avila (2008), was more evident from the 1970s, but this was always studied pedagogical tool, especially for having become a marketable product and to have a destination and a certain public specific. There are also questions about how the textbook is used by teachers. How this tool contributes to the formation of knowledge and learning of the students, and the teacher has the Textbook a framework where it can be safe to base. In this sense, the content was researched in nine climatological Textbook of Geography, nine and seven 5th Year 6th Year of Basic Education, (following the criterion of most textbooks used by public schools in the Metropolitan Region of Goiânia). Importantly, the content of Climatology is more evident on the 5th and 6th of elementary school, hence the choice of these levels for research. To this end, we seek to build on theoretical issues related to the textbook while, scaffolding, tools for evaluating the textbook PNLD, PCNs and Curriculum Guidelines, the contents climatological found in academic books and textbooks, as well as reading area school education and didactic pedagogical practices. He was made the literature concerning the contents climatological related, factors, elements and weather phenomena, concepts, theoretical perspectives, among others. About the analysis in textbooks was observed climatological content, content factual, conceptual, procedural and attitudinal. In the books analyzed were found different ways of approaching this topic in some, content is discussed in detail and other content this is very simplified. The search results are organized in three main aspects. The first is a discussion of the textbook, how it is produced, for whom it is produced and the use of this tool in the classroom. It also discusses the profitable product that he became. Below are explained the forms of mediation with the textbook and some problems it still loads and classification steps of the collections by PNLD. Next is discussed the research methodology and content of Climatology in curriculum documents at the national, state and local, as well as an analysis of the contents, with reference Zabala (1998) called factual, conceptual, procedural and attitudinal (FCPA), we present also graphs and tables that refer to research in the Municipalities of RMG. Finally is presented the analysis of the textbooks of the 5th and 6th year of elementary school to the content of Climatology, this content is discussed as are worked following criteria (FCPA). Finally, we present some final thoughts on the climatological analysis of the content found in textbooks, such as perspectives for teaching this subject in Geography.porAcesso AbertoAnálise do conteúdo de climatologia em livros didáticos de Geografia do 5 e 6 ano do ensino fundamentalArtigo