Fotografia e ensino : uso e aplicação da fotografia no processo de aprendizagem no ensino de História e Educação patrimonial

Abstract

With the historiographical renewal proposed by Bloch (2001) and his dialogue with teaching, schools are seeking more and more educational innovations that can differentiate themselves from traditional models, in which the learning environment is restricted to the space of the classroom, to the almost exclusive domain of the textbook and to an educational process marked by the centrality of the teacher. Aiming at a dialogue between the contribution of new sources in the teaching learning process and the contribution of photography as a methodological tool in the teaching of history, we will seek through this research to understand the use of photography in the process of teaching/learning, bringing the student as a producer and researcher of their own historical knowledge. In order to investigate the possibilities that photography can offer to the process of historical learning, we use a methodological proposal inspired by a project developed at the Complutense University of Madrid entitled "Imaginando", in addition to discussion groups, questionnaires, observations, interviews and field classes with a group of the 5th year of a public school in the city of Serra-ES. We review the literature on themes such as: history teaching (BITTENCOURTT, 2011 and FONSECA, 2006) and photography (KOSSOY, 2007), as well as appropriations (CHARTIER, 1990) of heritage concepts (ORIÁ, 2015), culture (HALL, 2013), and historical time (LE GOFF, 2003). Through the methodological procedures explained, and considering that the reading of the image allows the construction of historical school knowledge, we analyze the photographic production, the organization of this knowledge, and the process of conceptual elaboration (VYGOTSKY, 2005) through pedagogical activities mediated by the use of the photographic image. From the analysis of the investigated context we believe in the possibility of using photographic image as a historical school source, which contributes significantly to the organization of concepts and the understanding of contents.