Climate Teaching as a Curriculum Component in Elementary Education

Abstract

The study investigated the conceptions of students and teachers from three public schools in the municipality of Maracanaú in Ceará about the importance of the contents taught and the pedagogical practices used in climatology classes in elementary school. The research was carried out through the application of structured questionnaires. The results obtained were analyzed using descriptive statistics (frequency distribution) and discussed using theoretical reflections on the application of active methodologies in the classroom. Thus, in agreement with published studies on this topic, the results found show the importance of providing these contents through innovative pedagogical practices and interdisciplinary activities that can positively contribute to the teaching-learning process of the contents taught in climatology classes.

Keywords
climatology; active methodologies; teaching-learning