O ensino de climatologia através de material lúdico: práticas docentes em geografia.

Abstract

Traditional teaching, based on mechanical content transmission and memorization, re- mains present in many Geography classrooms. This teacher-centered and low-inter- action model often leads to demotivation and disengagement, limiting students' ability to understand complex geographical phenomena, such as climatic dynamics. In the Brazilian context, the comprehension of air masses — including the Equatorial, Tropi- cal, and Polar systems — is essential for understanding climate behavior and its direct influence on the country’s morphoclimatic domains, which are shaped by the interac- tion between relief, climate, vegetation, and hydrography. However, when taught ex- clusively through theoretical approaches, these contents tend to be perceived as ab- stract and disconnected from students’ realities. The findings of this study indicate a clear preference among students for lessons incorporating ludic pedagogical re- sources, such as games, models, and interactive activities. These methodologies not only increase student engagement but also facilitate the assimilation of geographical processes, fostering more meaningful, critical, and reflective learning. This reinforces the importance of adopting active and playful methodologies in Geography teaching to overcome the limitations of traditional education and promote significant learning ex- periences