Leonardo Gambera | Universidade de São Paulo (original) (raw)
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In the search of an interdisciplinary approach for Geography teaching, articulated to Photography... more In the search of an interdisciplinary approach for Geography teaching, articulated to Photography and the Portuguese Language, this work considers the importance of theoreticalpractical research inside school environments, and it is the result of a diagnostic survey with teachers of Elementary Education on their concepts and practice with audiovisual resources, at first; and the application of a textual discoursive genres didactic sequence in two Elementary School classes, the second phase of our practice. Our main assumptions are: Geography as a science that presents to children and adolescents scientific concepts that allow them to understand the geographical space they live in and the multiple relations ocurring in it; Photography as a precursory technique and imagetical language responsible to large advances in mass media communications, a visual gatherer of the history of the world and of the history of our vision about the world, besides contributing since its emergence to the methamorphosis of perception we are still living; and Portuguese Language, just as the other verbal languages, as the basic structures of thought and the development of spontaneous and scientific concepts, intrinsical to the formation of intellectual and discoursive human autonomy. We detected in this study the difficulty of the teachers to conceive and utilize the audiovisual resources, and among them Photography, as an imagetical language that has a historical origin, derived from multiple advances in science, wich can be a tool for utterances of discoursive subjects and of significance and argumentation from its relation with verbal language, bearer and generator of concepts. Teachers are out of step with the reality of broad propagation of imagetical technology and languages, even though it's part of their sociocultural environment and from nowadays children's and adolescents' quotidian, although teacher have a gap in their formation and are not qualified to use them in a complex way and associated to the scientific concepts of the school disciplines to provide a better development of the intellectual functions of their students. With the 'reading' activities over photographs of the geographical contexts of 'Caatinga' and 'Amazônia' associated to the verbal language expression, we obtained the result that the students of the two classes of the 6th Grade we dealt, have massified access to Photography and even spontaneous concepts on it, but that doesn't guarantee their profound conceptualization, clear and precise perception of visual data or the inference or correlation of geographical data from photographs. The fluence at the written verbal language and the language capacity of argumentation revealed itself determinant for the understanding of the imagetical language, since that without the formation of word and the concept forged in its mind, the children tends to get lost at the polysemy of the photographic image and don't articulate hierarquizations, generalizations and sistematizations typical of the scientific thought and stays limited to the spontaneous concepts and to the sensorial imprecision of the eye vision. At last we outline a proposal of Technical-Analytical Map and Conceptual Map of photographs for further research applied to teaching and learning Geography and other school disciplines.
pós v.20 n.34 • são paulo • dez embro 2013 Re sumo Este artigo discute a importância das fotograf... more pós v.20 n.34 • são paulo • dez embro 2013 Re sumo Este artigo discute a importância das fotografias como documento histórico, apresentando algumas das primeiras fotografias da Amazônia brasileira de que se tem notícia, feitas pelo alemão Christoph Albert Frisch, em 1865, a serviço da Casa Leuzinger. As fotografias podem ser olhadas por uma análise iconográfica descritiva e uma interpretação iconológica em busca do significado, rumo a uma compreensão maior da imagem como documento fotográfico. Destacando a memória visual da Amazônia brasileira, trazemos uma seleção de sete imagens da expedição fotográfica de Christoph Albert Frisch, que em seu acervo original compreende um total de 98 fotografias. A pesquisa fotográfica permite que nos deparemos com o passado visual que pertence à humanidade, norteou as gerações passadas em sua apreensão do mundo e hoje nos mostra informações sobre os lugares, as relações entre os homens, as relações dos homens com seu meio, e a construção dos olhares sobre os lugares.
In the search of an interdisciplinary approach for Geography teaching, articulated to Photography... more In the search of an interdisciplinary approach for Geography teaching, articulated to Photography and the Portuguese Language, this work considers the importance of theoreticalpractical research inside school environments, and it is the result of a diagnostic survey with teachers of Elementary Education on their concepts and practice with audiovisual resources, at first; and the application of a textual discoursive genres didactic sequence in two Elementary School classes, the second phase of our practice. Our main assumptions are: Geography as a science that presents to children and adolescents scientific concepts that allow them to understand the geographical space they live in and the multiple relations ocurring in it; Photography as a precursory technique and imagetical language responsible to large advances in mass media communications, a visual gatherer of the history of the world and of the history of our vision about the world, besides contributing since its emergence to the methamorphosis of perception we are still living; and Portuguese Language, just as the other verbal languages, as the basic structures of thought and the development of spontaneous and scientific concepts, intrinsical to the formation of intellectual and discoursive human autonomy. We detected in this study the difficulty of the teachers to conceive and utilize the audiovisual resources, and among them Photography, as an imagetical language that has a historical origin, derived from multiple advances in science, wich can be a tool for utterances of discoursive subjects and of significance and argumentation from its relation with verbal language, bearer and generator of concepts. Teachers are out of step with the reality of broad propagation of imagetical technology and languages, even though it's part of their sociocultural environment and from nowadays children's and adolescents' quotidian, although teacher have a gap in their formation and are not qualified to use them in a complex way and associated to the scientific concepts of the school disciplines to provide a better development of the intellectual functions of their students. With the 'reading' activities over photographs of the geographical contexts of 'Caatinga' and 'Amazônia' associated to the verbal language expression, we obtained the result that the students of the two classes of the 6th Grade we dealt, have massified access to Photography and even spontaneous concepts on it, but that doesn't guarantee their profound conceptualization, clear and precise perception of visual data or the inference or correlation of geographical data from photographs. The fluence at the written verbal language and the language capacity of argumentation revealed itself determinant for the understanding of the imagetical language, since that without the formation of word and the concept forged in its mind, the children tends to get lost at the polysemy of the photographic image and don't articulate hierarquizations, generalizations and sistematizations typical of the scientific thought and stays limited to the spontaneous concepts and to the sensorial imprecision of the eye vision. At last we outline a proposal of Technical-Analytical Map and Conceptual Map of photographs for further research applied to teaching and learning Geography and other school disciplines.
pós v.20 n.34 • são paulo • dez embro 2013 Re sumo Este artigo discute a importância das fotograf... more pós v.20 n.34 • são paulo • dez embro 2013 Re sumo Este artigo discute a importância das fotografias como documento histórico, apresentando algumas das primeiras fotografias da Amazônia brasileira de que se tem notícia, feitas pelo alemão Christoph Albert Frisch, em 1865, a serviço da Casa Leuzinger. As fotografias podem ser olhadas por uma análise iconográfica descritiva e uma interpretação iconológica em busca do significado, rumo a uma compreensão maior da imagem como documento fotográfico. Destacando a memória visual da Amazônia brasileira, trazemos uma seleção de sete imagens da expedição fotográfica de Christoph Albert Frisch, que em seu acervo original compreende um total de 98 fotografias. A pesquisa fotográfica permite que nos deparemos com o passado visual que pertence à humanidade, norteou as gerações passadas em sua apreensão do mundo e hoje nos mostra informações sobre os lugares, as relações entre os homens, as relações dos homens com seu meio, e a construção dos olhares sobre os lugares.