A representatividade regional brasileira no livro didático de geografia do ensino fundamental

Abstract

This Undergraduate Thesis investigates the Brazilian regional representativeness in the images of the textbook Amplitude Geografia 7, adopted in the 7th grade of Elementary School in a public school in the municipality of Nova Erechim (SC). The main objective is to discuss how Brazil's regions are visually represented in this material, considering the frequency, content, and meanings attributed to the images. The research is qualitative in nature, based on a bibliographic and documentary study of the textbook, adopting hermeneutics as a methodological foundation to interpret the meanings present in the images within their pedagogical context, and the evidentiary paradigm, which guides the critical reading of visual and symbolic clues. The analyzed images were classified into three general categories: Natural Landscape, Cultural Landscape, and Cultural-Economic Landscape. These categories were then organized into thematic subcategories such as vegetation, historical heritage, folk festivals, economic activities, among others. The analysis revealed patterns of luminosity and opacity, according to the concepts of Milton Santos, highlighting the emphasis on traditional and cultural representations to the detriment of more complex urban, social, and economic aspects. It is concluded that the images in the textbook are not neutral, but bear ideological meanings that influence students' geographical perspective, reinforcing the need for a critical and plural visual approach in Geography education.