THE TEACHING OF GEOGRAPHY IN DIALOGUE WITH CINEMA: BETWEEN PERSPECTIVES AND TEACHING PERCEPTIONS
Teaching Geography; Movie theater; Basic school; Teacher Perceptions.
This study proposes to identify how much cinematographic art is geographical, that is, how much it contributes to a better understanding of themes linked to geography that are sometimes considered complex and even abstract to student intelligibility. In this way, the present investigation has the general objective to analyze and reflect on the relevance of cinema in the teaching and learning of geography in the context of basic education. Based on descriptive exploratory research with a qualitative approach, whose procedures used a bibliographic and documentary survey, as well as the application of a semi-structured questionnaire, we anchored ourselves in the methodological paths that, in addition to addressing the fulfillment of the objectives outlined, allowed us to highlight the relevance of the cinematography for teaching geography in basic education. As the main results achieved, we found that cinema is not restricted to entertainment and leisure, as it has the potential to educate and teach. Even if using this tool in the classroom proves to be a challenging activity, its use in the public school space in dialogue with geography contributes to a more pleasant, playful and interactive teaching and learning process. Thus, we note that bringing the creative dimension to teaching practice, with the use of more dynamic pedagogical resources, such as films, promotes significant changes in the traditional ways of teaching and learning geography.