A linguagem cinematográfica e o ensino de geografia: resistência(s) à reinvenção e continuidade(s) na tradição na EEEFM Professor Crispim Coelho.

Abstract

The objective of this study is to investigate the everyday educational practices in teaching geography proposing through research, a thematic discursão in teaching geography, from the filmic language, taking the film as a language aid for teaching in the classroom. The film has a wide range of films and documentaries related to geographic content and its ramifications. Being a wide field for discussion of this subject, both in basic education and in higher education, in training new teachers. However, one must understand that the process of knowledge and to adapt to new educational methodologies, requires time, desire to learn, practicality and adaptation, which sometimes causes the abandonment and discontinuance or by teachers. The use of cinema as well as other languages in teaching geography, enables correct a gap that has lasted a long time in teaching, since the discussion of teaching about the social relations of production caught in the geographical area beyond the didactic school everyday. So what is sought when it comes to teaching and learning, is to adapt to new methodologies and teaching resources for the interpretation of the contents, not the replacement of teaching practices carried out. It is thus a renewal in education consistent with the transformations and relations of the present moment experienced by the society. The use of film from the movie 'Special Waste', proposed the educator for the study of geographical space can promote understanding of the transformations and social relations involving in society and the use of this language can facilitate discipline of the teaching-learning geography. This research took place in the period from November 10 to December 20 of the year 2014, in the State School of Primary and Secondary Teacher Crispin Coelho, city of Cajazeiras, Paraíba mesoregion Hinterland, having as research subjects students of the 6th year of elementary school. The results obtained showed that the distribution of hours by subject and the place given to geography demonstrates strength (s) and contradictions regarding the methodology of teaching innovation, therefore the permanence of traditional practices in this discipline.