Geografia Tintim por Tintim: a linguagem dos quadrinhos de Hergé no processo ensino-aprendizagem de geografia
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Data
2019-03-06
Autores
Barboza, João Paulo Morandi
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Universidade Estadual Paulista (Unesp)
Resumo
O ensino de Geografia, assim como as demais disciplinas do currículo, necessitam de métodos inovadores de ensino-aprendizagem e novas linguagens. A Geografia, enquanto ciência, vivência uma busca constante por identificação, transitando do tradicionalismo que marcou esse saber a novos métodos e pensamentos, principalmente com um viés crítico, que moldam a “Nova Geografia” (SANTOS, 1986) que se apresenta. A ciência geográfica apresenta uma gama de categorias e conceitos a serem trabalhados que permitem uma visão ampla do contexto mundial, sócio-espacial, cultural, político, econômico, dentre outros. No mundo contemporâneo, a variedade de linguagens e produtos de cultura de massa que invadem o cotidiano escolar, permite-nos buscar alternativas para a potencialização do processo ensino-aprendizagem. As histórias em quadrinhos, que se baseiam no uso do texto e da imagem, podem ser uma dessas alternativas. De origem controversa, atualmente as histórias em quadrinhos fazem parte da cultura escolar, sendo por meio dos alunos que as levam para dentro das salas de aula, seja por meio de programas governamentais de incentivo à leitura e que distribuem esse gênero literário. Diante do exposto, a presente dissertação propõe investigar o potencial da coleção de Histórias em Quadrinhos nomeada “As Aventuras de Tintim”, tratando-a como linguagem auxiliar no processo de ensino-aprendizagem dos conteúdos e conceitos geográficos presentes no currículo escolar dos anos finais do Ensino Fundamental. Para tanto, propõem-se pesquisa baseada em análise documental e de aplicação experimental.
The teaching of Geography, as well as the other disciplines of the curriculum, calls for innovative teaching-learning methods and new languages. Geography, as a science, experiences a constant search for identification, moving from the traditionalism that marked this knowledge to new methods and thoughts, especially with a critical bias, that shape the "New Geography" (SANTOS, 1986) that presents itself. Geographic science presents a range of categories and concepts to be worked out that allow a broad view of the world context, socio-spatial, cultural, political, economic, among others. In the contemporary world, the variety of languages and products of mass culture that invade the daily school life, allows us to seek alternatives for the enhancement of the teaching-learning process. Comic books, which are based on the use of text and image, may be one of those alternatives. Of controversial origin, the comics are now part of the school culture, and through the students they take them into the classroom, either through government programs to encourage reading and distribute this literary genre. In view of the above, this dissertation proposes to investigate the potential of the Comics collection named "The Adventures of Tintin", treating it as an auxiliary language in the teaching-learning process of the contents and geographic concepts present in the school curriculum of the final years of the Elementary School. To do so, we propose research based on documentary analysis and experimental application.
The teaching of Geography, as well as the other disciplines of the curriculum, calls for innovative teaching-learning methods and new languages. Geography, as a science, experiences a constant search for identification, moving from the traditionalism that marked this knowledge to new methods and thoughts, especially with a critical bias, that shape the "New Geography" (SANTOS, 1986) that presents itself. Geographic science presents a range of categories and concepts to be worked out that allow a broad view of the world context, socio-spatial, cultural, political, economic, among others. In the contemporary world, the variety of languages and products of mass culture that invade the daily school life, allows us to seek alternatives for the enhancement of the teaching-learning process. Comic books, which are based on the use of text and image, may be one of those alternatives. Of controversial origin, the comics are now part of the school culture, and through the students they take them into the classroom, either through government programs to encourage reading and distribute this literary genre. In view of the above, this dissertation proposes to investigate the potential of the Comics collection named "The Adventures of Tintin", treating it as an auxiliary language in the teaching-learning process of the contents and geographic concepts present in the school curriculum of the final years of the Elementary School. To do so, we propose research based on documentary analysis and experimental application.
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Palavras-chave
Ensino de geografia, Histórias em quadrinhos, Ensino-aprendizagem, Teaching geography, Comics, Teaching-learning