Storytelling at the poles: the creation of a social network for communication between polar bears and penguins
DOI:
https://doi.org/10.51359/2594-9616.2025.265699Keywords:
polar education, Antarctica, geography teachingAbstract
Polar education is rarely taught in elementary school geography classes, although Antarctica is taught in the eighth grade. It is therefore important to develop school practices involving this subject. This article aims to present a report on a workshop involving storytelling with elementary school students, with Antarctica as the theme. Methodologically, the research was divided into four stages: (i) prior knowledge survey; (ii) theoretical debate; (iii) storytelling, and (iv) story creation. As far as the results are concerned, 14 students from different elementary school years participated and the activity was carried out after school hours. In the initial stages, they demonstrated knowledge about the poles, acquired through the media, as well as being curious and participative in the debates. At the story creation stage, the students faced various difficulties, related to a lack of affinity with the chosen strategy, a lack of creativity, and the desire to carry out the activity digitally. However, four stories were created, three of which were associated with aspects of leisure, such as social networks, soccer, and singers' concerts. The conclusion is that the students made progress in their knowledge of Antarctica, but the stage of creating the stories was challenging, as it required them to apply the knowledge they had acquired in practice. It is recommended that, in future applications, there should be a partnership with the Portuguese teacher to provide a more detailed explanation of the aspects of creating a narrative.
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