As transformações da paisagem no ensino de Geografia: uma experiência pedagógica no/sobre o município de Itá

Abstract

The present research aims to understand how the transformations of the landscape motivated by a hydroelectric project can be approached in the teaching of Geography. The landscape, as the dimension of life, the visual composition formed by physical and natural and artificial elements present in a certain portion of space can be used to study their transformations through a geographical bias, making it possible to understand the history of places, their functions , the use and appropriation of space, understanding the dynamics of life through gaze and perception. In this sense, photography can be used as a historical source, as a form of language and world reading, which can become an ally in the teaching of Geography, in the approach to physical and human contents. Reading a photograph means unraveling the landscapes and signifying spaces. Working the transformations of the landscape from a critical and reflexive analysis of photographs can make geography classes more dynamic, resignificando contents and geographical concepts. Thus, as a result and at the same time, a process of the research itself, we also present a pedagogical experience on the use of photography in the study of landscape transformations in the city of Itá-SC, with a seventh year class of elementary school Municipality of Basic Education Valentin Bernardi. With this, we seek to combine a local fact, pertaining to the reality of the inhabitants of the city of Itá, to a geographic concept, the landscape, and the search for a new approach to a didactic resource already used since a long time, as is the case of photography . Thus, we feel the need to carry out the present study, with a view to a possible contribution to the teaching of Geography, and perhaps other disciplines that, in the schools of the municipality, approach the impacts of the construction of the enterprise. realization of the research is due to the fact that it was directly impacted by the construction of the HPP and the consequent relocation of all its urban area, therefore, with an incisive transformation of the landscape and the ways of perceiving it. Finally, as results presented, we emphasize that photography was a fundamental instrument in the study of the transformations of the landscape during the pedagogical experien experience with the students, allowing them to cast their eyes on the past, the present and the future of their city. During the pedagogical experience, questions were raised about the rights of the landscape and I now affirm the fundamental importance of these rights for citizenship rights and the rights to education, through a critical citizen education, a geography that makes a difference in the lives of students and in their performance and participation in society.