O smartphone no ensino de geografia: propostas para o estudo da paisagem

Abstract

New technologies, especially smartphones, are part of people's daily routines and can become a tool for teaching and learning. Teachers can take advantage of new technologies as allies to achieve their goals, using various apps to engage students in class and enrich some content or activities. The aim of this research is to analyze how new technologies can help in the teaching and learning of the concept of landscape in elementary school geography classes using smartphones. The methodology is bibliographical and documentary research, based, among other research procedures, on the proposition of didactic sequences. As a result of the research, we highlight: the concept of landscape in the German school, which worked on the natural characteristics of the landscape through empiricism; the French school developed the concept of “genre of life” and how it forms the landscape; the Russian school initially developed the Theory of Geosystems; and the Anglo-Saxon school studied the cultural landscape, formed from the action of human beings. In Brazil, some authors were influenced by the French school to develop the concept of landscape, analyzing the geographical space according to the transformations of use and occupation in cities and coastal areas, together with the other schools of geographical thought, that landscape will cease to be something that only the eye can see and will come to encompass the other senses. In Geography teaching, the approach to the concept of landscape follows the National Common Curriculum Base (BNCC), seeking to establish the student's relationship with society and the world, developing socio-cultural identity and transformations of the natural and man-made landscape. The BNCC supports the use of new technologies, called Digital Information and Communication Technologies (DICTs), which has changed the way people communicate, relate and work. As a result, the smartphone has come to the fore in the school environment. However, it's not just a matter of using new technologies as a means or support to promote learning and arouse students' interest, but of using them so that students develop digital literacy. Using Active Methodologies, which seek to form autonomous and participative students through gamification. Some apps go beyond the simple use of photography: Chatterpix allows you to narrate and animate images, making it more dynamic to describe the journey the student makes from home to school and what changes have occurred in the landscape; GeoGuessr allows you to navigate between images from different parts of the world, challenging the student to find on the world map which country each image was taken in, an activity that can be carried out in groups at school. We conclude that these activities can be used to promote reflection on the use of DICTs, as well as explaining the concept of landscape and its importance in Geography.