Entre visibilidades e (in)visibilidades: os usos da fotografia no ensino de Sociologia e História
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Data
2018-02-20
Autores
Maffi, Aline de Jesus
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Universidade Estadual Paulista (Unesp)
Resumo
A fotografia é uma presença cotidiana na sociedade contemporânea, dentro e fora da escola. Nessa premissa, a escola se constitui como uma instituição visual que remete a sistemas de visibilidades e invisibilidades, permeados pela expressão fotográfica. Considerando essa perspectiva, esse trabalho teve por tema a presença da fotografia no ensino de Sociologia e História na escola, com o objetivo geral de discutir a fotografia como ferramenta de descondicionamento dos critérios de verdade e objetividade no ensino dessas disciplinas nessa instituição. Assim, como caminho para materialização desse objetivo, constituiu-se como necessária a compreensão de como os usos da fotografia na sociedade moderna reforçaram os enunciados de verdade, por meio dos quais essa modalidade imagética se constituiu como sistema representativo da modernidade. Nesse contexto, ao buscar compreender esse quadro de relações, essa pesquisa teve por objetivo específico contribuir para o aprimoramento dos usos da fotografia como ferramenta educacional nas relações ensino e aprendizagem. Trata-se de uma pesquisa qualitativa, participante, realizada com estudantes e professores do Ensino Médio, visando à elaboração de um plano de ação, ao utilizar a fotografia como ferramenta para a relativização dos critérios de verdade, frente à problemática verificada no campo da associação da imagem fotográfica às noções de objetividade e verdade, justificada a partir do prisma documental. A partir dessa abordagem, chegou-se a conclusão de que o processo de institucionalização da escola pública, no final do século XIX, e a constituição da fotografia, como sistema representativo da sociedade moderna, resultam do mesmo processo valorativo. Isto é, a propagação da modernidade ocidental. Diante disso, na práxis dessa pesquisa partiu-se da temática das relações étnico-raciais, entendendo como as epistemologias modernas, associadas à propagação de valores eurocêntricos, foram inseridas na fotografia e no contexto escolar, agindo sobre a temática das relações étnico-raciais e propagando exclusões e estereótipos. Assim, desenvolveu-se um plano de ação, dirigido aos estudantes do Ensino Médio, acerca da construção da imagem das populações indígenas através da fotografia, subsidiado na perspectiva de Tacca (2009), a fim de contribuir ao processo de descondicionamento do olhar no contexto escolar.
Photography is a daily presence in contemporary society, in and out of school. In this premise, the school is constituted as a visual institution that refers to systems of visibilities and invisibilities, permeated by photographic expression. Considering this perspective, this work had as its theme the presence of photography in the Sociology and History teaching in school. With the general objective of discussing photography as a tool for deconditioning the criteria of the truth and objectivity in teaching these subjects in this institution. Thus, as a way to materialize this objective, it became necessary to understand how the uses of photography in modern society reinforced the truth statements, through which this imagery modality was constituted as a representative system of modernity. In this context, the main objective of this research was to contribute to the improvement of using photography as an educational tool in teaching and learning relationships. It is a qualitative, participant research carried out with students and teachers of the High School, aiming the elaboration of an action plan, using photography as a tool to relativise criteria of truth, in face of the problematic verified in the field of the association photographic image to notions of objectivity and truth, justified from the documentary prism. From this approach, the conclusion was reached that the process of institutionalization of the public school in the late 19th century and the constitution of photography, as a representative system of modern society, result the same value process. That is, the spread of Western modernity. Faced with this, the praxis of this research, the theme of ethnic-racial relations was understood, understanding how modern epistemologies, associated with the propagation of Eurocentric values, were inserted in photography and in the school context, acting on the subject of ethnic-racial relations and propagating exclusions and stereotypes. Thus, a plan of action was developed for high school students about the construction of the image of indigenous populations through photography, subsidized by Tacca (2009) perspective, in order to contribute to the process of deconditioning the look in the context school.
Photography is a daily presence in contemporary society, in and out of school. In this premise, the school is constituted as a visual institution that refers to systems of visibilities and invisibilities, permeated by photographic expression. Considering this perspective, this work had as its theme the presence of photography in the Sociology and History teaching in school. With the general objective of discussing photography as a tool for deconditioning the criteria of the truth and objectivity in teaching these subjects in this institution. Thus, as a way to materialize this objective, it became necessary to understand how the uses of photography in modern society reinforced the truth statements, through which this imagery modality was constituted as a representative system of modernity. In this context, the main objective of this research was to contribute to the improvement of using photography as an educational tool in teaching and learning relationships. It is a qualitative, participant research carried out with students and teachers of the High School, aiming the elaboration of an action plan, using photography as a tool to relativise criteria of truth, in face of the problematic verified in the field of the association photographic image to notions of objectivity and truth, justified from the documentary prism. From this approach, the conclusion was reached that the process of institutionalization of the public school in the late 19th century and the constitution of photography, as a representative system of modern society, result the same value process. That is, the spread of Western modernity. Faced with this, the praxis of this research, the theme of ethnic-racial relations was understood, understanding how modern epistemologies, associated with the propagation of Eurocentric values, were inserted in photography and in the school context, acting on the subject of ethnic-racial relations and propagating exclusions and stereotypes. Thus, a plan of action was developed for high school students about the construction of the image of indigenous populations through photography, subsidized by Tacca (2009) perspective, in order to contribute to the process of deconditioning the look in the context school.
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Educação básica, Ensino, História, Sociologia, Fotografia, Sociedade moderna, Basic education, Teaching, History, Sociology, Photography, Modern society