FROM METEOROLOGICAL RECORDING TO THE DYNAMIC MODEL: AN EXPERIENCE IN CLIMATOLOGY TEACHING IN BASIC EDUCATION

Abstract

The teaching of Geography in Basic Education requires didactic strategies that promote the understanding of natural phenomena and the construction of meaningful knowledge about geographic space. In this context, the present study aims to report a pedagogical experience that used a school weather station and the construction of an interactive model of South America as teaching resources for the study of weather and climate. The activity was developed in a municipal school in the city of Brusque, Santa Catarina, Brazil, with 7th- and 8th-grade students participating in the project “Weather Observers Club,” carried out during extracurricular hours. The study is characterized as an experience report with a qualitative approach, based on participant observation of the pedagogical activities developed. Initially, the students carried out the daily collection of meteorological data throughout June 2025, later preparing a climograph based on the recorded information. The analysis of the data motivated an investigation into the origin of the temperature variations observed in the region. As a didactic strategy, the students built a three-dimensional model of South America integrated with an electrical circuit using mini fans, aiming to dynamically represent the action of air masses, especially the Atlantic Polar Air Mass. The results indicate that the use of practical resources and active methodologies favors the understanding of climatology concepts, stimulates investigative thinking, and promotes the articulation between theory and practice in Geography teaching.