TEACHERS PERCEPTIONS ABOUT POTENTIALITIES OF PEDAGOGICAL WORK WITH IMAGES IN TEACHING-LEARNING OF GEOGRAPHY IN SCHOOLS

Abstract

This paper investigated teachers perceptions about possible qualitative transformations in the Geography teaching-learning through the pedagogical work with images, as well as the possibilities of approximation between this work and students' experiences. For its development, phenomenological interviews were conducted with six Geography teachers from the Public Educational System in the state of Bahia, in Salvador city. The results indicate that teachers perceptions show that the pedagogical work with images seek to potentiate “significationknowledge”, once the opening of image calls on students to become more deeply involved in the subject and in the learning process itself. Besides, the pedagogical work with images allows teachers to practice a more problematizing, sensitive, innovative, dynamic, geography teaching and, mainly, related to the students'lives. This work encourages teachers and students to develop cognitive, social and affective competences, enabling them deep knowledge to create images and also, to read them critically. The pedagogical work with images provides contact with students’ feelings and experiences, generating a greater approximation and a teacher-student interaction. In addition to that, when articulated with the contents of Geography subject, these feelings provide students a more experiential and remarkable learning in their memories.