ACTIVE METHODOLOGIES AND THE TEACHING OF PHYSICAL GEOGRAPHY: CONVERGENCE TOWARDS LEARNING GEOLOGY IN HIGH SCHOOL

Resumen

This work aims to exemplify active methodological practices for promoting a differentiated teaching of physical geography, focusing on the construction of meaningful learning. The approach adopted was qualitative, based on the analysis of scientific articles and the use of textbooks, applying pedagogical practices in three 1st-year high school classes in public schools in the state of Sergipe. The research was conducted between March and April 2025 and involved 30 students. The activities were organized into four meetings that integrated dialogued expository classes with the support of visual resources, the showing of documentaries, and a playful activity aimed at consolidating knowledge about the Earth's structure, plate tectonics, volcanism, and continental drift. The results indicate that Physical Geography, when worked on in a contextualized and interactive way, enables more meaningful learning, developing students' ability to critically interpret geographic space and understand the impacts of human actions on natural dynamics. It is concluded that innovative methodologies are essential to bring geographical knowledge closer to everyday school life, contributing to the formation of more critical, creative individuals who are aware of their socio-spatial responsibility.