As diferentes paisagens da “Rua da Frente”, em Paulo Afonso / BA: fotografia, pesquisa e ensino de geografia escolar

Abstract

The present work arose from the need to think about means that promote the continuous rupture with the traditional method of teaching Geography in basic education. Thus, it aimed to use geographic research as a didactic resource for School Geography. Its development took place during the supervised internship III, conducting in high school, at Colégio Estadual Carlina Barbosa de Deus, in the city of Paulo Afonso/BA. Through the aid of the photographic technique, the research was based on the dialectical apprehension of the different landscapes of Avenida Getúlio Vargas, popularly known as “front street”, in the municipality itself, thought together with the other streets and avenues in the surroundings that configure the region. city commercial. Dialoguing with the aforementioned geographical concepts such as Region and Landscape, in addition to the urban theme itself, with readings about the teaching of Geography in basic education and the city as a theme in the classroom. Through this theoretical methodological contribution, dialogic classes were developed and an activity of a diagnostic and formative nature was constructed, in which the results demonstrated the difference between teaching through distant examples and teaching based on the students' reality. This resulted in a space for critical argumentation and greater student participation, taking as a starting point their own readings of the lived spaces, together with the geographic knowledge presented in the classroom by the teacher. Therefore, the work in question also results in a demonstration of the possibility of contributing to the process of breaking with a teaching that is only concerned with memorizing contents, in which the student does not see in a tangible way and that does not extend outwards. from the classroom. It was also observed that it is necessary and possible to search for methods that bring the reality of the students, with their knowledge, closer to academic knowledge, formalizing a critical teaching that is consistent with the objective of School Geography, that of forming citizens endowed with intellectual tools for a critical reading of the different spaces on Earth, from the local to the global scale.