Silva, Jeane MedeirosMedeiros, João Paulo Lucena de2018-03-192018-03-192017-07-31MEDEIROS, João Paulo Lucena de. A linguagem audiovisual como metodologia para ensino da Geografia Escolar: o cotidiano urbano pelas lentes dos alunos. 2017. 150f. Dissertação (Mestrado Profissional em Geografia) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2017.https://repositorio.ufrn.br/jspui/handle/123456789/24910Audiovisual language suggests ways of conceive and study the geographic space. The use of this representation by the Geography teacher is recurrent, in order to "introduce" the students to the various spatial events, and particularly those occurring in the city, thus supporting their discourse during a lesson. By understanding their production, we can reflect on the audiovisual and how this representation can be used in the classroom without serving only as a contents and concepts illustration. This research aimed to understand the audiovisual language production as a methodological procedure for teaching the city in school geography. The study was based on the proposal of a project called DOCGEO, developed in a pedagogical workshop with students of the High School 2nd year at Centro Educacional José Augusto Educational Center (CEJA) - state public school in the city of Caicó (Brazil). In this workshop, divided into 10 meetings, it was proposed to students produce mini-documentaries - audiovisual works of the cinema, but also amateur filmmakers who are interested in recording sound and image social practices in space. Methodologically, for the collection and analysis of data, we used the qualitative approach, through bibliographical and documentary research, participant observation, field notes, logbooks, photo registration, audio, video and analysis of the three films created by the students: Caicó: city of fear; An island in Caicó and Caicó: the city that cries for water. The teaching strategy proved to be a possible way for the students to critically read the audiovisual "text", problematizing the local representations of the urban space and its landscapes constructed through specific techniques. The experience involved the students in learning situations and enabling youth protagonism, motivation, creativity, criticality and the knowledge construction aimed at citizen practices. To think of teaching methods that aim at audiovisual literacy in Geography is to innovate the teaching practice by sensitizing the student about the ways of listening/looking, thinking and living the city everyday.Acesso AbertoEnsino de GeografiaMetodologia de ensinoLinguagem audiovisualMinidocumentáriosCidademasterThesisCNPQ::CIENCIAS HUMANAS::GEOGRAFIA