“Professora, vai ter filme hoje?”: as imagens com a Geografia Escolar em uma pedagogia antirracista

Abstract

This dissertation seeks ways in which Geography through images can contribute to students being more critical, in addition to the premise and exercise of using different languages that can collaborate and reinforce the awakening to events experienced by students in their daily lives. The research was carried out in Duque de Caxias- RJ with second-year high school students. Thus, its main objective is to find ways to address in Geography classes, topics such as racism and prejudice suffered by people who live in the favelas with the production of images by students. To this end, it deals with topics such as structural racism by carrying out experiments with images in Education for ethnic-racial relations in order to see how School Geography can contribute to the process of anti-racist education. As a theoretical contribution, it is based on some authors such as Guimarães (2020) and Luz (2010); Oliveira Jr; Girardi (2020); Callai (2005) and Balestrin Soares (2012); Guimarães (2020); Souza and Moruzzi (2021). The methodology based on post-critical Cultural Studies adopts a cartographic stance based on Meyer; Paraíso (2012), different from the cartography traditionally used in Geography, the cartography treated is based on the feelings and coexistence of the teacher researcher with the young students. Thus, the teaching practice led the research process that had as methodological procedures, drawings, photographs, models and music. Thus, as results presented as an educational resource, six didactic sequences that were carried out in the years 2022, 2023 and 2024 stand out: observation of professional artistic photographs, debates, production of anti- racist drawings, production of photographs of the place where they live with devices from the skin, conversation circle, videos about the experience in the place of residence. It is considered that the research process problematized the images in anti-racist activities and in activities of appreciation of the place where the students live, in which the young people were able to express their contentments, discontentments about their places.