Ensino do clima na educação básica: uma análise da abordagem do professor e a contribuição do livro didático de geografia em escolas públicas de Teresina-PI

Abstract

The forms of approaches and treatment of the topic of teaching Climate by teachers in public schools in Teresina-PI, is of paramount importance given that the capital undergoes climate variations, such as temperature and relative humidity. Research is also encouraged, the great contribution of textbooks in this discussion, as the main methodological support of the teacher and student within school education. The problem of the research consists of the author's perspective of understanding how the approach of the teacher and the textbook in teaching Geography contributes to the geographical learning of students, and therefore, the objective of this work was to analyze the teaching of climate in education from the teacher's approach and Geography textbooks in public schools in Teresina-PI. Samples from bibliographical research, interviews and questionnaires were collected, and it was identified that the analysis of textbooks had an “impoverishment” of contents in general, mainly of climate, when comparing the book adopted in Elementary School with that of High School. The development of this work made it possible to know the importance of the theme in a context of these approaches treated in the bibliographic review, carried out in order to enrich the discussion of the results. Thus, after analyzing these approaches, teaching the climate in school education proved to be challenging outside the classroom, since there is a lack of methodological support, and rooms with specific instruments, such as a laboratory, that better guide teaching-learning, thus motivating students to be more willing to learn and contribute as future professionals within the integrative coexistence of a society.