A fotografia na era da mobilidade: concepções e experiências contemporâneas para o ensino de geografia

Abstract

The purpose of this paper is to study photography as a didactic resource and as an instrument for teaching geography. To this end, an effort was made to understand the trajectory of the consolidation of photography over time in order to deal with contemporary photographic practices that are linked to the age of mobility. The peculiarities of the photographic process (recording, editing and sharing) linked to mobile devices characterize current practices as Mobgraphy, i.e. all the stages are associated with a single device. Considering that visuality plays a central role in the daily life of today's society, especially in the school environment, the general objective of this research is to identify mobgraphy as a mobile and spatial practice of perception, representation and visual production today. The specific objectives are: 1) to present theoretical, technical, procedural, practical, historical-cultural and pedagogical factors that make image literacy possible through mobgraphy. 2) to discuss photographic practice and expression as a way of observing, representing and understanding geographical processes; 3) to relate the use of photography to geography and fieldwork from a perspective of transforming reality and attributing meaning to everyday life; 4) to investigate how the production and consumption of images are influenced and transformed by mobgraphy. In order to achieve the proposed objectives, this research will be based on a qualitative method based on a literature review and field research. Specifically, the field research will be divided into stages with the core being a didactic proposal using mobgraphy to be applied at the Fluminense Federal Institute. After collecting and analyzing the data in the light of the bibliography and theoretical framework produced and through all the realization and production in all stages of the field, the potential of the new contemporary photographic productions for teaching geography was verified. In the same way, geography teaching, in most cases, still treats the image as secondary and does not treat visuality as an inherent part of a process that everyone is already part of. In this case, the students were already involved in recording, editing and sharing images on mobile devices, but they had never heard of mobgraphy, making it an everyday, but mechanical and instinctive practice. After developing the activities, there was a greater awareness of the techniques used in relation to the messages they wanted to convey with the photographs. That's why it's necessary to literate the eye through images, transforming aspects of everyday life into something extraordinary and contributing to the process of teaching and learning geography.