Teaching and climatology in the discipline of Geography of the secondsegment of the elementary education of the municipal education network of Campos dos Goytacazes: an approach

Abstract

The purpose of the investigation presented in the form of an article is to understand the teacher’s curricular representation about learning Climatology in Geography classes in the second part of "fundamental education" (ensino fundamental) of the official schools in Campos dos Goytacazes northern Rio de Janeiro. At this time, the preliminary disclosure of their results relies on the subjects' testimonies responsible for their teaching in 2019. Specifically, the objective is to apprehend the social representations of these teachers about climatology as school knowledge. Regarding the theoretical and methodological aspects, the approach taken was by the Theory of Social Representations, by Moscovici (2012) and Analysis of Content, by Bardin (2004). In this sense, the qualitative research has as structure the apprehension of the notion of school knowledge followed by the analysis of the legislative framework of the curricula for, finally, the interpretation of the professors' testimonies. The result suggests the need for more research about the professionalization promoted by teacher training courses and the specific demands of municipality public policies, not only for continuing education but also for supporting the realization of different methodologies and teaching strategies.