O vídeo como linguagem (do) no ensino de geografia: uma proposta de estudo da paisagem na E.E. Professor José Fernandes Machado

Abstract

The present dissertation has as its central theme the use of video as a language and instrumental resource for teaching and learning the concept of Landscape in Geography in High School. It reflects on the insertion and impact of techniques and technologies for the production, reproduction and circulation of images in society, especially at school – evidenced by the speed with which information circulates – which makes it difficult for young schoolchildren to consolidate and give meaning to their experiences and knowledge. We live in a world where “accelerated transformations” are evident through the technical, scientific and informational revolution and the emergence of globalization. Such transformations are quite dynamic - in educational, political, economic and social relations - and which have intensified with the advent of the pandemic caused by SARS-CoV-2 (COVID-19), accelerating the process of digital convergence in various aspects and global practices. Within this context, it exposes a theoretical study of Landscape in the context of academic and school Geography, as well as its approach from the language of video (images and sounds), directing its potential in processes of knowledge construction through experiences with production (capturing, editing and circulation), considering the development of skills and competences in the field of learning. Therefore, this dissertation proposes the language of the video as a central product and its byproducts, namely: workshops with the production of videos captured and edited by the students and the video exhibition accessible to the school community. Demonstrates that the importance of the language of the video is confirmed when understanding that the teaching and learning process can also occur through inspirations, sensations, imaginations, affections, looks, sounds, experiences that are added to the educational process through the enhancement of teaching practices and learn. Finally, it makes a reflection on the partnership link between teachers and students in the construction of knowledge through the use of this language in the school environment and in non-formal learning spaces.