Desafio da imagem: uso da fotografia no processo de ensino-aprendizagem de botânica
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Data
2019-06-14
Autores
Silva, Vanessa Thomazini da
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Universidade Federal do Espírito Santo
Resumo
In the modern context, most people who go through basic education see Botany as an arid, boring and out of the modern context school subject. Although plants surround and cater for us all the time, they are hardly seen, identified or exemplified as living beings. Taking into account that image is prior to other signs in the construction of ideas, being itself one of the first channels of perception of the human being, in addition to technological progress and the growth of social networks increasingly expanding the role of photography in society, we question the utility of this resource for teaching plant biology. Against that background, the aim of the present research was to develop a didactic sequence that promotes the study of Botany through the use of photographic language, carrying out the construction of a notebook to guide its application/use in High School. The study was conducted by means of research-action in a school located in a municipality of the state of Espírito Santo reaching two classes of third year of a three-year high school and covering 61 students; the data were obtained through photographic records, diaries of observations and dialogue with participants, and the information collected was checked by analysis in a qualitative approach. Upon the methodological procedures explained, considering the theoretical assumptions and by means of the execution of the didactic sequence, it was possible to demonstrate the great potential of the use of photography for the teaching of Botany and, furthermore, it could be used in other areas as well. We also highlight that the photographic image can be itself a source of learning, and could be used as a tool of research by evoking previous knowledge and even as exercise of evaluation. We perceived that the conception of photographic language can sharpen the students’ and also teachers’ perspectives on several topics, both when promptly received, or when its creation is demanded, supporting the student’s lead role in the process of consolidating a certain knowledge, making way to new ones or even can be used in evaluative processes.
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Ensino de Biologia , Ilustração , Recurso didático. , Linguagem fotográfica , Biology teaching , Didactic resource. , Illustration , Photographic language