Análise das abordagens de conteúdos de educação sobre mudanças climáticas no ensino de geografia da 12ª classe da Escola Secundaria Joaquim Chissano de Boane

Abstract

The growing discussion on the vulnerability of the country to climate change (CC) and the importance that the school has in preparing the student facing this reality, gave rise to the the emergence of this research. To this end, the research in question analyzes the approaches of climate change education contents in Geography teaching in grade 12 at Joaquim Chissano Secondary School. It presents a qualitative approach, with characteristics of an exploratory characteristics of an exploratory study, in which the instruments of data collection were the interview and document analysis. The sample used was a non-probability convenience sample convenience, and two Geography teachers from grade 12 were selected. And for data analysis, Bardin's content analysis technique was applied. In this research, In this research, it was found that the contents of climate change education in the 12th grade Geography Geography syllabus of grade 12 are essentially organized and discussed on the basis of the influence of climate change on man's social activities. And in turn, teachers opt only for the approaches indicated in the syllabus. This allows for the integration and interact with different knowledge to explain the causes and consequences of climate change. of climate change. However, the use of different inter-communicative (transdisciplinary) approaches beyond those indicated in the syllabus are recommended in order to enrich learning, and deepen the discussion of environmental content especially climate change not only in the sub-topics established for environmental discussion, but in the different topics that have environmental content.(TRADUÇAO NOSSA)