Caricatura e representação espacial: uma metodologia didática para o ensino de geografia.

Abstract

The teaching of Geography for students of all levels urges for re-signification and new experiences. The world has changed and school education has not followed these changes. In this perspective, art appears as one of the possibilities to help in this dynamism that is so necessary to school geography, interacting with contemporary reality, at the same time that it breaks with the already crystallized structure of a “boring” subject. Therefore, our objective is to present caricature and spatial representation as a methodological resource capable of promoting in the classroom the development of teaching-learning practices in a pleasant way, awakening students' attention and curiosity for the contents of Geography. In short, a bibliographic survey was carried out on the use of caricature and spatial representations in the teaching of Geography, using the authors (Yves Lacoste, 1988), (Santos, 2006), (Silva, 2009), (Eby, 1979), (Tavares, 2013), (Zabala, 2010), (Chiapetti, 2011) who believe that images emerge as a potential to develop the creativity of children and adolescents, whether in the area of arts or scientific studies. In the “environment” of the visual arts, the teacher finds an important didactic contribution, announcing a transforming education, articulated with the new generation, promoting a relationship between the school environment and the new digital media.