Sobre aprender e produzir discursos espaciais, utilizando o audiovisual, nas aulas de geografia

• Autor(a) principal: Vaz, João Rodrigo Magalhães
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13407
• topic: Audiovisual; Imaginative Geographies; Space Discourses; Pedagogy of Autonomy; Education Geography; Audiovisual; Geografias imaginativas; Discursos espaciais; Pedagogia da autonomia; Educação em geografia; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS::GEOGRAFIA FISICA

The object of this monograph is to propose to develop an innovative methodology of work with the audiovisual in elementary school geography classes, so that this teaching resource could transcend the use to describe spaces, its most traditional use. Supported by ideas such as "pedagogy of autonomy" an autonomous production of audiovisual space speeches is proposed, starting from the free appropriation of course content for students. Author seeks also to develop relevant skills to build a geographical thinking, objective of scholar geography, analyze the influence of spatial discourses present in the mass media in the "imaginative geographies" of students and how the appropriation of video production techniques can contribute to the deconstruction of media discourse as representatives of a true neutral of intentions and impressions. Altogether twenty-seven videos were produced in two experiments, five in an embryonic experience and twenty-two in the central experience of this study, at two different periods in high school and elementary classes of Colégio Pedro II, campus Realengo II in the years 2013 and 2014, while the author was a substitute teacher of the institution. In the core experiment, held in 2014 within five classes of ninth grade of elementary school, the author sought to build a characterization from the tabulating data obtained from questionnaires, the relationship of these students with the media and the form of access to cultural goods. Making it clear that the intention is not to build a model to be replicated uncritically in other realities, but to offer reflections on the use of innovative teaching resources and the need to contextualize our pedagogical practices on the consolidation of the "Technical-scientific-informational environment" in a globalized world. In the author's opinion, the analysis of these videos confirms the influence of the mass media on how these students understand the world. On the other hand also indicates the empowerment possibilities from the autonomous appropriation of discourses on the traditional curriculum content, possibilities that can transcend space formal education. The reflections presented here should contribute to every educator geographer who uses this audiovisual media, inside or outside the classroom.