Discursos e narrativas geográficas na composição de imagens fotográficas nos livros didáticos do novo Ensino Médio

Abstract

Photography is the memorial representation of events that are recorded daily, thus this thesis implements discursive and narrative processes of geographic science in the composition of photographic images present in the exercises of the Textbooks of Humanities and Applied Social Sciences (CHSA), based on the model of the New High School (NEM). The works selected as empirical material for this investigation are from the National Textbook Program - PNLD 2021, which circulate in Brazilian public schools, focusing on the search for understanding the imagetic and photographic discourses of the Textbooks of the New High School, to offer contributions and contributory paths to the teaching of school geography. The research covered two distinct fields of knowledge: studies of textbooks as a potentializer in the understanding of a cultural object, which is characteristic of the production and transmission of meanings, with the fabrication of truths in a political field, which authorizes certain narrative discourses that disauthorize others, as well as the integration of the image function of photography in the exercises present in school materials. Absorbed in this plot, this investigation sought to answer the central question: what is the geography presented for school teaching in the language of photographic images in Textbooks of Humanities and Applied Social Sciences in the New High School? The methodology used to construct the thesis was documentary research, with reiteration of the standards of the New High School, the National Common Curricular Base - BNCC and the Ceará Reference Curricular Document (DCRC), having as object of analysis, the PNLD 2021 textbooks for teaching Geography. In order to understand how the images are arranged in the teaching materials, a dialogue-interview was carried out with authors of textbooks from the Humanities and Applied Social Sciences (CHSA) collections, using the Google Form platform, with the application of a questionnaire containing twelve questions pertinent to the images included in the textbook exercises. We used the categorization into three sections: main, peripheral and inferior to carry out the descriptive process of the themes related to geographic science present in the analyzed manuals, using the Peircean iconography method (2002), to read the photographs in the exercises from the description and synthetic representation phase. We conclude that the current Brazilian educational policy points to paths for inequalities in the training of students in the cognitive, critical-expressive and reflective scope of the changes undergone in the geography curriculum, due to insufficient in-depth analysis of the themes alluding to geographic science and, consequently, impacting the structuring of the photographs included in the exercises of the textbooks for the development and intellectual, formative and social construction of the students.