O uso de imagens, fotografias e charges na disciplina de Sociologia

Abstract

The aim of this work is to investigate, through bibliographic research, the possibilities and limits of the use of images, photographs and cartoons in the discipline of sociology in high school. Aiming, therefore, to understand how these visual instruments can contribute to the understanding of reality, as well as to the syllabus of the discipline, guiding the students towards reflection and a more susceptible and dialogue-based approach that allows a more meaningful, practical, simple and dynamic teaching and learning process. From selective and reflexive readings, scientific articles, books and curricular guidelines, it can be noted that the use of such imagery resources is a great possibility for the exercise of critical thinking, the construction of knowledge and the sociological imagination, as well as the strangeness and denaturalization of facts and social phenomena, and also for showing, situating, revealing and illustrating everything that is around us in a proficient and enriching way. In this way, the research is inserted as a pedagogical principle in the sense of seeking a construction of critical thinking, and of more significant knowledge through visual teaching methodologies that go beyond the Traditional Pedagogy.