Elaboração de uma sequência didática com base nos prováveis efeitos das mudanças climáticas em variáveis do balanço hídrico climatológico de Minas Gerais: um olhar didático para alunos do Ensino Médio.

Abstract

In Brazil, the discussion on education involves several issues, some of which are related to the Common National Curricular Base. (BNCC). This document aims to guarantee young people a quality education, aligned with the reality of the students, as envisaged and guaranteed by the Federal Constitution. However, in order for this proposal to be fully implemented, it is essential to ensure the participation of educators in the drafting of this guideline. In this research, it is presented as a contribution to the proposal of a Didactic Sequence - SD for the teaching and learning of Geography. SD is a way to dialogue with reality and make education more dynamic, aimed at promoting the development of students. In this sense, the creation of a Pedagogical Sequence to address climate change and global warming in the classroom is crucial in the face of the current scenario, where climate changes take the centrepiece in the discussions made by the media. This SD can include activities such as the analysis of climate data, such as debates on the possible consequences of these changes in society. Applying classroom sequence provides an opportunity in which students can understand global warming and climate change in a contextualized way. By encouraging students in a more participatory learning process, it contributes to an education that dialogues with reality and prepares students to act consciously, awakening critical and responsible thinking in relation to the society in which they are inserted.