O uso do Geozine como linguagem metodológica na educação em mudanças climáticas e ensino de geografia

Abstract

Considering the educator's constant search for teaching strategies capable of addressing the specificities of classrooms as both a space and a means of production, this work highlights the importance of active methodologies in the dissemination and construction of critical and dynamic knowledge. It seeks, above all, to discuss pertinent issues that, for now, extend beyond the four walls of the classroom, such as the testing of new teaching methodologies, in this case the Geozine, and how it adapts to the teaching of physical geography. Thus, the combination of different languages used by those who produce a Geozine generates geographical representation and communication, offering auxiliary support in the construction and expansion of school conceptual content. Therefore, the objective of this work is to evaluate the Geozine as a methodological language used for teaching more specific themes in human geography, suitable for teaching physical geography/geosciences, taking into account the content considered "transversal" by normative documents, specifically climate change, from a qualitative analysis, valuing individual subjectivity and the context of space. To analyze the results, the content analysis methodology proposed by Laurence Bardin was used, involving stages such as pre- analysis, material exploration, and results treatment, considering each stage with its respective potential for exploration. Throughout the analysis process, it was possible to observe a progressive response to the research objectives, as well as to identify that, with the application of the Geozine methodology in teaching about climate change, data were collected that prove significant results demonstrating the effectiveness of this approach, such as moving beyond common sense and critically exploring the context in which they are situated, further contributing to the advancement of research testing teaching methodologies that are truly effective for the classroom and the flexibility of content sampling.