CRITICAL AND POETICS FOR THE LEARNING ABOUT LANDSCAPE IN THE GEOGRAPHY TEACHING
DOI:
10.23926/RPD.2526-2149.2018.v3.n2.p740-751.id150Keywords:
Geographical Categories, Teaching-Learning, Didactic SequenceAbstract
This paper presents the results of a proposal made in the context of the teaching-learning pro-cess on the landscape, aiming to assess the role of "landscape feeling" as a mechanism for the construction of geographic readings by secondary school students. the interpretation of the landscape as a vehicle of economic and structural policy dimensions is complemented with the built affective insertion through the poetic, allowing the expansion of the exhibition of land-scape meanings for students. for this, we used the development of lecture, followed the pro-posal in which students photographed affective identification of sites and subsequently to prepare descriptions criticism of landscape and, together poems about the feelings generated by them. was obtained, then the possibility of understanding the analysis offered by students and their evaluative roots in geographic context, on the basis of the of the boundaries of un-derstanding between the society / nature relationship at different scales, in addition to ratify-ing photography and poetry as a way to teach geography.
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