O componente físico-natural clima na geografia escolar: a potencialidade das linguagens textuais e do desenho para a aprendizagem das crianças nos anos iniciais

Abstract

This research is consolidated at understanding how 4th-grade children from Elementary School can mobilize a geoclimatic literacy by means of the usage of languages such as short story and drawing. The main aim of this research is to analyze the potentiality of textual languages and drawing to mobilize geographic knowledge on the climate as a physical and natural component at Elementary School children’s learning process. For that matter, it was necessary to set some specific aims: (a) Understand the theoretical and methodological basis that constitute geographic knowledge in correlation with the climate, short stories and drawing on Geography teaching at Elementary School; (b) Present geographic knowledge that found geoclimatic literacy due to the learning development of Elementary School children; (c) Try out situations that favor creation and imagination through textual languages and drawing to mobilize geographic knowledge in correlation with the climate with Elementary School children; (d) Build up literate material along with the children so that they can mobilize geographic knowledge as an aim to achieve geoclimatic literacy; (e) Evaluate the mobilized geographic knowledge on the climate in the literate material built by the children from Geography teaching at Elementary School. For this purpose, we utilized the qualitative research methodology in education through the actionparticipant model, constituting the term research-teacher, once the own researcher was also the teacher who carried out the interventions in class with the children. Having that said, initially, we proposed to comprehend which are the main discussions on Geography as teaching and which relations we could obtain by dialoging with Elementary School and the study of climate as a physical and natural component. From this integration, it was possible to identify a spatial concept denominated as landscape-place to add the interaction between the climate component and the local environment where the child is part of. To start with, we tried to think about the conception of Geographic Climatology, so that we could know which are its main aspects and solidify the principles of a geoclimatic literacy during Geography classes at Elementary School groups, more specially the 4th grade for this research. Then, we proposed to study about learning mobilization on children’s geoclimatic literacy by means of the usage of short stories and drawings together, identifying how the processes of creation and imagination were developed by these school subjects. Another highlight in this research concerns to the practice process of these languages utilization during the Geography classes to achieve the geoclimatic literacy. Therefore, some proposed activities were carried out in class during the research intervention, where we could recognize the potential main aspects of this literacy through short stories and drawings. These languages were developed by the own children and analyzed over some categories to understand this knowledge progress, so that we could comprehend how these subjects acquired knowledge on the climate component by means of a geoclimatic literacy along with factors and elements from the geographic space, that is, identifying climate as a physical and natural component within the landscape-place each child belongs to. Moreover, in order to identify how this study was executed, we verified the research processes through a self-assessment that made us observe how essential it was to bring reports from the children and their families to check the comprehension about this kind of literacy.