Ensino de geografia e histórias em quadrinhos: uso da plataforma Pixton no 6° ano do ensino fundamental

• Autor(a) principal: Silva, José Wellington Farias da
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3673
• topic: Ensino de geografia; Histórias em quadrinhos; Plataforma Pixton; EDUCACAO::ENSINO-APRENDIZAGEM

The present study is the result of an action research related to considerations regarding the applicability of comic books, elaborated on a digital platform, for teaching geography in the 6th year of Elementary School. When realizing the difficulties of students in this stage of basic education in fixing and adding meanings to the contents worked on in the discipline, referring to natural and physical aspects in order to relate them to their daily lives, the research aims to analyze the impacts and potentialities that the comics, built on the Pixton platform and used as a didactic-pedagogical resource, can provide teaching and learning geography in this series of elementary school. The choice to work with comics is justified because this literary genre is characterized as one of the most attractive for children and adolescents and because it offers a range of possibilities in its creation and pedagogical application. Once produced on digital platforms such as Pixton, which provides an easy-to-use virtual environment, they make it possible to contextualize the disciplinary subject in the student's experience, in addition to promoting an educational process in the computerized environment. Based on a qualitative approach, the research-action was aimed at two classes of 6th grade of elementary school in a public school located in the city of Fagundes-PB, in 2019. Classes that were previously selected through observations and application diagnostic questionnaires. The study was based on a theoretical-conceptual survey and started from a discussion about school curriculum, especially in the discipline of geography; thus, brought Rocha (2014), Moura and Candau (2007), among others, to clarify the need to build it based on the guidelines of the BNCC, LDB and PCNs, relating the curriculum of this discipline to the varieties of content and information acquired by students outside the school environment. In the perspective of a teaching and learning process based on the students' experiences and their perceptions of the world, it was based on the thinking of Yi-Fu Tuan (1983) and Cavalcanti (2007). It considered the conception of Koll (2010), Morin (1921), Vygotsky (1987) and Freire (1996) with regard to the development of an articulated curriculum with active learning methodologies. Reflecting, according to Vegueiro (2004), Ramos (2017), Freitas and Matos (2019), about the possibilities of teaching and learning in geography in 6th grade classes, through comic books, presented by Rojo ( 2012), as multimodal didactic resources, which, when constructed by the teacher on a digital platform, promote the textualization of disciplinary contents from the students' reality, through the immersion of pedagogical practice in digital technologies, according to Prensky (2001), Lévy (1999) and Castells (2003). There was the development of three didactic sequences, covering three geography contents. Each theme was worked out in a didactic sequence. At first, there was the inclusion of resources routinely used by the head teacher of the classes; but, without the use of the comic books developed at Pixton, only with the application of an activity. In the second moment, the same content was worked on, however, with the use of comics and, finally, with the application of the same activity performed previously. Thus, the results showed that comic books, when worked from this perspective, provide a dialogue between the contents of geography and the local / global context of the students. Associated with the platform's multimodal resources, the language becomes clear and easy to understand, as it enhances the discipline's teaching and learning processes. It allows, in a playful way, diverse world readings, starting from the imaginary to the real, through images and textual elements in graphic configurations, which are consistent with a visual identity with which the target audience identifies.