Fotografar e Narrar: reflexões de uma proposta para o ensino das Ciências da Natureza a partir das reproduções de imagens do ambiente

Abstract

The present work was developed in three schools located in the city of Angra dos Reis - Rio de Janeiro with high school students through the act of photographing the city and narrating such images. The questions that guide this study are: in what way can we take advantage of the Use of the images of the environment and the act of photographing and narrating the environment as a didactic resource to construct a critical knowledge of the daily life through the Teaching of Chemistry and Biology? What are the possibilities of photographing and narrating as a proposal for the Teaching of Chemistry and Biology to effectively represent innovations in pedagogical practice? In this sense, the following objectives were defined for this work: to analyze the use of images of the environment as didactic resource for the teaching of Natural Sciences - Chemistry and Biology; To analyze the images produced by the students, through the action of photographing and narrating, in the construction of knowledge in Chemistry and Biology; As a product of this research, a teaching proposal for the teaching of Natural Sciences through the production and reading of images (photographs). The methodology of the research was based on the critical-collaborative action research that aims to create in schools a culture of analysis of the practices that are carried out, in order to enable their teachers, assisted by the university's teachers, to transform their actions and Institutional practices. For the development of the present research, we look for in Walter Benjamin the reference that will mark the use of photography in the production of images of the phenomena / actions of the reality in which the student is inserted, through the texts "The work of art in the era of Its technical reproducibility "and" Little History of Photography ". We take the author as a reference also to discuss the role of narratives, since we will use photography to construct narratives that can lead to a critical reversal of the experience of looking at phenomena and reality. The use of photography in the school context enabled the creation of pedagogical strategies that enabled the process of production of new forms of expression of knowledge. As well as more creative ways to face the challenges that technology imposes on us, meeting the demands of our time