TEACHING PHYSICAL-NATURAL COMPONENTS IN BASIC EDUCATION: OF CURRICULAR KNOWLEDGE TO SPATIAL KNOWLEDGE OF THE ATLAS GEOGRAPHIC SCHOOL OF MINAS GERAIS

Abstract

The teaching of physical and natural components in basic education is fundamental to understanding natural dynamics and their relationship with geographical space. However, the problem investigated in this study lies in the superficiality with which these contents are addressed in geography textbooks and the consequent need for materials that are more contextualized and consistent with the guidelines of the National Common Core Curriculum. Considering this gap, the general objective of this study is to analyze how physical-natural themes are presented in the School Geographic Atlas of Minas Gerais and, as a specific objective, to discuss the extent to which this material contributes to the teaching of this content in Basic Education. The Atlas, developed by researchers at the State University of Montes Claros (Unimontes) and currently in the process of publication, was analyzed using a qualitative approach based on a literature review and documentary research. The results indicate that the material presents a consistent didactic organization, composed of explanatory texts, thematic maps, reflective questions, and pedagogical suggestions, favoring interdisciplinary, contextualization, and the development of geographical reasoning. The analysis shows that the Atlas has the potential to improve the teaching of physical-natural components by connecting curricular content to the reality of students. Teaching physical and natural components in basic education is fundamental to understanding natural dynamics and their relationship with The implementation of the material in schools is scheduled for the first semester of 2025, and it is understood that it represents a pedagogical innovation capable of promoting more meaningful and contextualized teaching of physical and natural elements.