Diretrizes para a elaboração de materiais didáticos por professores do ensino de geografia escolar: criar para ensinar

This dissertation aims to propose pedagogical guidelines to support Geography teachers in Basic Education in creating original, contextualized, and curriculum-aligned didactic materials. The study stems from the observation that many educational resources used in schools are outdated, disconnected from local realities, and unsuited to students' learning styles, often disregarding the teacher's creative autonomy. The research adopts the ADDIE instructional design model — Analysis, Design, Development, Implementation, and Evaluation — adapted to teaching practice according to Filatro (2023), as its theoretical and methodological framework. Based on this approach, the work systematizes a set of guidelines for producing didactic materials for Geography education, emphasizing pedagogical intentionality and the use of diverse educational media and technologies. The methodology includes document analysis of the Brazilian National Common Curricular Base (BNCC), literature review on didactic materials and instructional design, and the development of an educational product: the guide “How to Create Didactic Materials for Teaching Geography.” This guide aims to support teachers' planning and foster more innovative, critical, and contextualized pedagogical practices. In conclusion, the dissertation argues that creating didactic materials is not merely a technical task, but a conscious and transformative pedagogical act. Recognizing teacher authorship and adopting structured methodologies such as instructional design can significantly contribute to improving Geography teaching and forming critical, reflective citizens.