Visual representations in the teaching-learning of locality: A study on the production of images in the Elementary School

Abstract

DOI: http://dx.doi.org/10.14244/198271991179

This paper presented a research that involved a public school of the city of Ribeirão Preto, Brazil, which took part in a project called Curtas de Animação (Animation Shorts) in 2010. The project was promoted by Núcleo de Cinema de Animação de Campinas (Center of Animation Movies of Campinas) and sponsored by Algar Institute. One of the final products at the aforementioned school was an animated short four minutes and eleven seconds long named Ribeirão Preto – terra do café. The research looked at how the production of material by the students could help the learning process and improve the knowledge about local History and Geography. It also described all the steps in the process of the production of the animated short; analyzed, from the students’ perspective, the impacts on the acquisition of knowledge about the local History and Geography; and explored the skills used for reading different images. Three questionnaires, covering the three steps of the production process of the animated short, were applied to these students. The results sought an approach for the use of images in teaching History and Geography, by reflecting about the importance of image and about the path taken during its use and its assimilation as a historical document or a representation of the geographical landscape, as well as its production in the classroom.

Keywords: Images, History and Geography teaching, Animated short, Locality study.