As imagens como ponto de partida para a problematização e dialogicidade no ensino da geografia

Abstract

The present research approaches the use of images in geographic educational practice through an analysis of their use as a starting point for problematization and dialogicity. It is intended to identify how they are promoted in geography teaching, understanding its importance and analyzing its contributions to the educational practice. The study was developed based on the principles of qualitative research approach. In order to construct the data, the following instruments were used: bibliographic research, direct observation, elaboration and experience of a class, questionnaires and individual interviews. The study pointed out in its results that the use of images fostered and improved dialogue and problematization in the educational practice of geography, providing pleasure in learning and arousing the curiosity of learners. That is, the use of images is feasible and essential in the teaching-learning process of critical-reflective geography. Thus, research contributes to a transformative geographic educational practice.