O uso do jogo didático-pedagógico para o ensino de climatologia com estudantes do ensino fundamental séries iniciais

Abstract

Climate is a fundamental element in human daily life, playing a crucial role in patterns of geographic space occupation and in urban socio-spatial dynamics. However, its understanding often occurs superficially, disregarding the relationships between climatic phenomena, urbanization, and socio-environmental vulnerabilities, which hinders the development of critical awareness regarding climate impacts. This study aims to contribute to the teaching-learning process about climate through the implementation of a didactic-pedagogical workshop in a basic education school in Recife, Pernambuco, Brazil. The methodology adopted is qualitative in nature and exploratory in approach. Initially, a questionnaire was administered prior to the workshop in order to assess students’ prior knowledge of the topic. Based on the results obtained, the didactic-pedagogical workshop was planned using active learning methodologies to enhance and diversify the teaching-learning process. Within this context, games were employed as a strategy to foster more meaningful knowledge construction, presenting climate-related content in a dynamic and practical manner. The educational game “Elements of Climate” was developed to facilitate students’ understanding of climatic elements and phenomena, making the learning process more interactive and engaging. The findings revealed that students possessed prior knowledge about climate; however, there was a need for deeper conceptual development, as difficulties were identified in understanding the intrinsic and reciprocal relationship between climate and the environment. Therefore, this perspective was reinforced throughout the workshop. The activities were marked by active participation and enthusiasm among students, particularly during the application of the game. The use of active methodologies proved effective in facilitating learning. The memory game strategy was especially suitable for the early years of Elementary Education, promoting playful and meaningful student engagement. Overall, the workshop provided a more dynamic and motivating learning environment, contributing to the consolidation of the content addressed.