Ensino de física e mudanças climáticas: sequência didática sobre o evento extremo no Rio Grande do Sul de 2024

Abstract

Climate change is an alteration in the climate caused by natural factors and also by anthropogenic actions, the intensification of which is evidenced by an increase in the frequency and severity of extreme events. This aggravation reveals the urgency of understanding climate change through a critical and substantiated approach. However, teaching still lacks effective strategies to approach these phenomena holistically. This study investigated how a physical understanding of the extreme event that occurred in Rio Grande do Sul in April and May 2024, based on the Science, Technology, Society and Environment (STSE) approach and the treatment of the event as a Socio-Scientific Issue (SSI), can contribute to the teaching of climate change in secondary schools. To this end, scientific productions and technical reports on the physical mechanisms and socio-environmental impacts of the event were analyzed, as well as theoretical references on critical science education. The documentary analysis showed that the Base Nacional Comum Curricular includes the topic exclusively in the Nature Sciences axis, which implies a physical approach – intrinsically linked to socio-environmental aspects. Bibliographic research also showed that a physical understanding of extreme events can make a significant contribution to critical education and disaster mitigation. The conclusion is that the integration of STSE and SSI in physics teaching favors a more interdisciplinary curriculum, capable of linking theoretical knowledge to practical applications, and promoting student awareness and engagement in the context of local climate challenges.