Geografia Física em escal local: o potencial das pequenas áreas úmidas na educação básica voltado para o ensino do ciclo hidrológico e monitoramento do nível freático

Abstract

The teaching of Physical Geography in basic education is essential for understanding the hydrological cycle. However, the fragmentation of content within the curriculum established by the Brazilian National Common Curricular Base (BNCC) weakens students' integrated understanding of this subject. Wetlands (Aus) are characterized by the accumulation and circulation of water across different landforms. Small AUs are subject to intense anthropogenic impacts, and many schools are located within or near these environments. Nevertheless, the lack of pedagogical approaches addressing AUs contributes to the marginalization of their environmental importance. Considering the limitations and potential of teaching about AUs and the groundwater, this study adopted a mixed-methods approach, combining bibliographic, documentary, and experimental procedures, organized into four stages. The first stage consisted of documentary analysis to identify how the themes "áreas úmidas" and "nível freático" are addressed. The second stage focused on the analysis of Brazilian scientific literature on AUs and the groundwater from hydrogeomorphological and educational perspectives. The third stage involved the application of metal rods positioned transversely across a wetland to monitor groundwater fluctuations. Finally, the technical product consisted of the development of an educational booklet designed for basic education students. The results of the documentary analysis revealed a fragmented and superficial approach to water-related topics, emphasizing utilitarian perspectives and weak interdisciplinary integration. The scientific literature review identified and analyzed 14 master's dissertations and doctoral theses published between 1994 and 2024. Two main approaches were identified: formal education, focused on incorporating AUs into the school curriculum, and non-formal education, associated with the appreciation of traditional knowledge and community-based environmental education. The results obtained from groundwater monitoring using rods demonstrated the potential to understand groundwater behavior, highlighting its spatial and temporal variations through direct observation. Finally, the educational booklet was developed to support the teaching of Physical Geography in school settings and to enhance students' understanding of natural phenomena. As a technical educational product, it provides integrated pedagogical strategies for teaching the themes of AUs and the groundwater.