The interface between Geography, cinematographic language and graphic representations: methodological proposals for school teaching

Abstract

Teaching and learning in Geography require practices that favor the understanding and critical analysis of reality. For that, the adoption of innovative and dynamic methodologies is fundamental, capable of promoting institutional knowledge that stimulates the continuous creation of new ways of interpreting the world and producing knowledge. The integration of Geography teaching with other areas of knowledge and with diverse languages, such as cinema, the arts, games, and cartography, expands students' ability to read and understand lived space. This interdisciplinary dialogue enables the recognition of oneself and others as subjects embedded in a social context, favoring resignifications that nurture the development of critical and reflective ideas. This study discusses this approach based on bibliographic references and the results obtained with the PIBID (Institutional Scholarship Program for Teaching Initiation) of the Human Sciences/Geography course at UFMA, developed in schools in Grajaú. It concludes that these teaching-learning strategies are adequate and effective, contributing significantly to the students' education.