Sequência Didática Freireana para o Ensino de Geografia e Astronomia no Ensino Fundamental

Abstract

This book presents a pedagogical proposal aimed at basic education teachers, particularly those in the field of Geography, developed through the articulation of Astronomy education, Geography, and a Freirean perspective. Constructed within the conditions of the public school system, the proposal seeks to offer feasible pathways for the development of critical, dialogical, and socially situated pedagogical practices. The approach presented here is grounded in the understanding that school knowledge acquires greater meaning when it is connected to students’ experiences, to the questions that emerge from their daily lives, and to opportunities for critically interpreting reality. In this sense, the book proposes strategies that can be adopted and adapted by teachers in different educational contexts, while respecting the specificities of each setting. More than presenting a teaching sequence, this work seeks to engage in dialogue with teaching practice by offering theoretical references and methodological guidelines that support teachers in developing transformative, participatory lessons connected to the lived realities of students. By integrating Astronomy and Geography, the proposal expands possibilities for addressing curricular content, fostering interdisciplinarity and encouraging the critical examination of contemporary issues. Throughout the experience, developed within the framework of the Professional Master's Program in Geography Teaching (PROFGEO), the proposal demonstrated that, even in the face of institutional constraints such as school calendar reorganizations, administrative demands, and limitations inherent to the school context, it is possible to sustain a pedagogical practice consistent with formative principles inspired by Paulo Freire. Beyond external obstacles, these conditions revealed the ongoing need for methodological adaptation and reaffirmed that every critical educational practice is built in dialogue with the reality in which it takes place. The teaching sequence organized in this work was structured around the generating theme, understood not as a merely motivational resource but as an organizing principle of both curriculum and pedagogical practice. Based on students’ experiences, observations, and concerns, the theme served as a connecting element between problematization, conceptual deepening, and critical reflection, making it possible to relate scientific content to socially meaningful situations. The methodological organization was based on the Three Pedagogical Moments (Angotti, Delizoicov, & Pernambuco, 2007): initial problematization, knowledge organization, and knowledge application. This framework made it possible to mobilize prior knowledge, introduce scientific and cultural references, and promote a critical reexamination of students’ lived experiences. Activities such as sky observation, fieldwork, planetarium visits, culture circles, and the production of original student-created materials were fundamental in consolidating this process. The observed results indicate important advances in the ways students came to interpret astronomical phenomena, mobilize scientific concepts, and relate them to everyday life. Although these shifts did not occur uniformly, the records produced throughout the process reveal changes in students’ forms of expression, argumentation, and appropriation of knowledge. Within this process, culture circles played a central role by creating spaces for listening, dialogue, and the collective elaboration of experiences. Oral statements, drawings, written texts, and audio productions revealed that learning is constructed through multiple forms of language and unfolds across different temporalities of understanding, reaffirming the importance of pedagogical practices that recognize the diversity of ways of learning and participating. Among the productions developed, podcasts proved particularly significant, as they allowed students to assume an active role in the public circulation of knowledge, engaging with the school community on scientific topics often shaped by misinformation, naturalized beliefs, and common-sense discourse. This experience reinforced the formative dimension of the proposal and highlighted concrete possibilities for maintaining the teaching sequence as a pedagogical reference within the school context. More than presenting results, this work proposes a reflection on educational practices committed to the collective construction of knowledge, the appreciation of students’ experiences, and the defense of a school capable of fostering a critical reading of the world.