O desenho animado como recurso didático no ensino de geografia

Abstract

Our communication is permeated with images, whether static or in motion, and there is no way to disregard them, especially when the subject is Teaching. Reconciling the resources available in schools with what is found in the student's daily life, often, in addition to being disregarded by the teacher, is seen as something irrelevant to learning and playfulness loses space as the student progresses through the stages of basic education. Thus, in this investigation, we treat cartoons as a relevant didactic resource for Geography teachers in the development of critical thinking and educational mediation in a playful way, not only because it is present in the daily lives of students, but also because of the fact that television (and other image transmitting devices) has a considerable role in the social formation of the citizen, as it provides meanings about the viewer's daily universe. Relying on theorists such as Vygostky, Morin, Bakhtin and Freire, we verified that the role of the mediating teacher, from a socio-constructivist teaching perspective, is to mediate the bridge between students and scientific knowledge, providing didactic tools that help in this educational journey. In this scenario, the present study aimed to carry out a collaborative research with Geography teachers from two state schools in the city of Cuité-PB, and to propose the use of cartoons as a didactic resource in High School Geography Teaching - Regular, EJA , Integral and Technical. Among the results verified by the collaborating professors of the research, the animations proved to be playful resources applicable regardless of age, in the different types of High School, being well received. Due to its short duration, it allows the exhibition, theme explanation and application of activity in the same class. As a final product, we created a digital portfolio that is available and accessible free of charge, containing a catalog of animations and their respective geographic content, with suggestions for activities and debates so that the teacher can build their lesson plan. We hope that, from this research, educators can be benefited and encouraged with the results obtained, and that Animated Cartoons serve as a resource in this interface between Education and Play, establishing the connection between critical sense and the imagery universe, not just forming mere spectators, but critically active citizens.