Entre o visto e o interpretado: fotografia, discurso e representação no livro didático.

Abstract

This study discusses the use of images as content in the teaching of history, proposing to understand the basic concept of what is iconography and comprehend, in special, the photography as a discourse generator document at educational materials. Aims to show and at same time demystifying the role of photography in the textbook only as an illustration. Based on the state school of primary and secondary education Arruda Camara, and the Textbook related to 9th grade of primary adopted by the institution, we analyzed if the work is appropriate for the proposed curriculum outlined by the school, checking how the images were placed at the textbook by their respective authors and the discourses/representations that outline about the historical facts. We use, for this purpose, a qualitative methodology, using documentary sources (Textbook, Photographs and PPP).