Banca de DEFESA: SARAH DE OLIVEIRA TINÔCO ARRUDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SARAH DE OLIVEIRA TINÔCO ARRUDA
DATE: 17/03/2026
TIME: 13:00
LOCAL: ClimaEnGeo/Meet
TITLE:

Geographic Education for Climate Risk: a case study of the reality of Japeri, RJ, from the perspective of the 6th grade of João XXIII Municipal School regarding rainfall.

 

KEY WORDS:

Geographic education; climate risk; climatology teaching; rainfall; Japeri-RJ.

PAGES: 157
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

Climate change has been the subject of intense debate, and among its manifestations are
heavy rainfall events, which cause significant impacts on the population. Recent examples
include events in Rio Grande do Sul (2024/2025), Petrópolis (2022/2024), Ubatuba (2025),
Minas Gerais (2026), and also in the municipality of Japeri-RJ in 2024 (the focus of this
study). Within this context, the interest in developing this research emerged from contact with
three public schools. Throughout the pedagogical practices carried out in these spaces, it was
observed that students did not perceive the influence of rainfall on their daily activities, nor
did they recognize the risks present in their everyday lives. Thus, the present study aimed to
“analyze the importance of working with climate risks related to rainfall with the 6th grade of
elementary school at João XXIII Municipal School, in the municipality of Japeri, RJ, in order
to develop a geographic education for risks”. It is believed that geographic education for
climate risk can contribute to social transformation by fostering critical awareness.
Methodologically, this qualitative research involved the analysis of the 6th grade textbook
adopted by the municipal education network of Japeri-RJ, the analysis of its curricular
planning, interviews with the Municipal Civil Defense, and a set of activities involving
community participation, student observation, social cartography production, and the
construction of models. These procedures strengthened dialogue, collective construction, and
the participation of the 6th grade class at João XXIII Municipal School (Japeri-RJ). In this
perspective, the study demonstrates how geographic education for risk can contribute to the
prevention of climate-related hazards, taking schools as a starting point, and highlights the
possibilities of working with the theme of risk linked to the teaching of climatology,
articulating theory and practice in a meaningful way connected to students’ daily realities.
The results indicate that geographic education for risk is essential in the development of social
subjects and needs to be effectively addressed within the school environment. The analysis of
the teaching materials revealed that the theme is presented superficially and in parallel with
other approaches, without being permanently integrated into curricular planning, which
highlights the need to rethink the curriculum. Furthermore, it was observed that individuals
living in risk contexts often do not identify these risks or know how to respond to them, nor
do they perceive that such outcomes are consequences of human interventions. Therefore, the
use of pedagogical practices facilitated students’ learning and understanding, contributing to
preventive education and environmental responsibility, while strengthening their sense of
belonging to their place and lived space. Ultimately, the dissertation highlights the role of the
school not as a passive space, but as a living laboratory and a preparatory environment for
fostering a culture of risk prevention and community resilience.

 

COMMITTEE MEMBERS:
Interna - 1613566 - CRISTIANE CARDOSO
Externa à Instituição - CARLA JUCÉLIA DE OLIVEIRA SOUZA
Externa à Instituição - MICHELE SOUZA DA SILVA - SME