The language on teaching of geography: a didatic sequence for the study of urban landscape.
Photography, didactic sequence, geography teaching, urban landscape.
This work considers the photography while language for the study of the urban landscape, and as mobilizing a didactic sequence to be applied in Geography Teaching. It’s though of photography and of pedagogical experiences that it mobilizes, effecting the approximation of the subject with his daily life, with his places and spaces lived. The objective of this didactic sequence is to propose a pedagogy of the city though photographic narratives that’s be a strategy to teach Geography through walking, narrative and photographing experiences, where we will seek to understand the pedagogical possibilities of studying urban space. About of the foundations and school practices about the city, it is brought as a reference in the literature, Ítalo Calvino (1972), in psychology James Hilman (1993), in Geography, Cazetta e Oliveira (2013), Callai (2005), Cavalcanti (2002; 2013) Dantas (2011), Dardel (2011) and Fernandez (2008; 2013); in Education, Jorge Larrosa (2017) and in photography, Roland Barthes (1984), delimit the paths that underlie the path of educational practice. Metologically the present work is structured from qualitative research, being bibliographic documentary and exploratory, marking use of empirical observation, collection and production of images, application of questionnaires, fieldwork and application of the education product, in a dialogue permanent with the phenomenological method, in order to create an educational permit from subjects’ pedagogical experience.