ÁGUA QUE CORRE, VIDA QUE BROTA: O DESENHO COMO METODOLOGIA DE ENSINO SOBRE O CICLO DA ÁGUA E A MORFOLOGIA DAS BACIAS HIDROGRÁFICAS NA GEOGRAFIA FÍSICA

Abstract

This study presents the development of two booklets as printed didactic materials: one structured as a didactic sequence intended for teachers and the other designed as a support material for students. Both booklets use drawing as a language and methodological tool for teaching Geography. The objective is to produce materials that employ drawing as a methodological resource to enhance the teaching of the water cycle and the morphology of hydrographic basins. The development of these resources arose from the need to make Physical Geography contents more accessible, understandable, and engaging for Elementary School students, especially those in the 6th grade, in view of the recurring difficulties in assimilating topics such as the water cycle and the morphology of hydrographic basins. The didactic sequence, or teacher’s booklet, consists of a set of pedagogical illustrations created by the author himself, organized into thematic lessons that facilitate the visualization and interpretation of natural processes and their articulation with geographic space. In turn, the student’s booklet provides greater autonomy of expression and interaction, allowing learners to engage with their own ways of perceiving the world and its events. The booklets are intended for Basic Education, specifically for Elementary School students; however, the material can be adapted to non-formal environmental education contexts. Classroom application demonstrated positive effects, such as increased student motivation, interest, and participation, fostering more meaningful learning. From a technical-pedagogical perspective, the use of visual resources such as drawings represents an advance in the teaching-learning process, contributing to the development of abstraction skills, spatial interpretation, and critical reflection. It is also expected that the booklets will have a positive impact on the formation of values related to citizenship and environmental responsibility, particularly with regard to the preservation of the Cerrado biome.