Drought as a geographical phenomenon: literary literacy with High school students

Abstract

The work proposes to analyze how literary literacy contributes to the learning of the phenomenon of drought in the teaching of Geography. The construction of the research problem was presented through the difficulties that the students manifested regarding the understanding of the characteristics and impacts relevant to the understanding of the theme evidenced throughout the classes. In methodological terms, an action research was developed with students of a 3rd year of High Sschool class of a public school located in the municipality of Afogados da Ingazeira – Pernambuco. The action research consisted of three didactic sequences carried out in a contextualized way with the students. In line with this methodology, the use of the literary text O Quinze (by Rachel de Queiroz) was proposed as the main source of investigation of geographical knowledge. And making use of the qualitative approach, the actions planned, developed and analyzed valued the participation between teacher-students and student-students, providing a more dynamic and contextualized teaching-learning process. That said, we believe that the use of literary literacy to understand the phenomenon of drought in Geography classes proves to be another way of straining the different dimensions and socio-environmental damage triggered by the meteorological drought in the Brazilian semi-arid region.