As interfaces entre linguagens audiovisuais e práticas pedagógicas em História e Geografia: experiências, possibilidades e limites no curta metragem como uma outra compreensão do local e do vivido

• Autor(a) principal: Perinelli Neto, Humberto [UNESP]
• Data de Publicação: 2012
• Outros Autores: Paziani, Rodrigo Ribeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://periodicos.uems.br/novo/index.php/interfaces/article/viewArticle/2895; http://hdl.handle.net/11449/122618
• topic: História; Geografia; Cinema; Linguagem tecnológica; Metodologia; History; Geography; Cinema; Technological language; Methodology

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in “PCN's” history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs’s recommendations.