Name: DAVID DOS SANTOS DA CONCEIÇÃO
Type: MSc dissertation
Publication date: 14/07/2023
Advisor:
Name |
Role |
|---|---|
| GISELE GIRARDI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ERNANDES DE OLIVEIRA PEREIRA | External Examiner * |
| GISELE GIRARDI | Advisor * |
Summary: In this research, we present reflections based on knowledge and teaching practice
concerned with the current directions that discussions about school, place, image
and world have taken. This is because these discussions were amplified towards a
discourse bias that seeks to ensure only a standard way of understanding events and
the imagination about them that reverberates in the school. But is it always like this?
What is in these meanders? In the quest to understand these issues, we carried out
a study to find out what relationships exist between what contributes to forming the
geographic imagination of students in public schools and the idea that these also
occur from the actions of local powers and situations that occur in the place, which
can corroborate interpretations or worldviews, limited by a conservative bias that
organizes places, especially the school, in a closed way in a precarious inclusion to
culture and knowledge. In terms of procedures, based on teaching at a public school
in the city of Macaé (RJ), workshop classes were held for two elementary school
classes, one in the 6th grade in 2021 and the other in the 7th grade in 2022. The
proposed activities served to produce images in the form of mental maps/devices
and, later, the composition of panels to form an atlas. From this point, we first
characterize the research locus to dialogue with the concept of place and its
multiplicity. We appropriated the theoretical contribution of Doreen Massey in which
the conception of place places it as open to movement and encounter as a possibility
to produce a geographic imagination of the world. Considering the importance of
seeing and understanding the place from the production and use of images, we take
the concept of an atlas as a set of assembled and reassembled images inspired by
Aby Warburg and his work Atlas Mnemosyne, elaborated in the beginning of the 20th
century. To do so, we appropriate Didi-Huberman`s studies that discusses the
imaginative power that the montage of images can have to present us with other
possible worlds, as proposed by Warburg. Working with the atlases prepared by
students in this direction, we think that they, as devices, triggered, in the process,
affections that crossed us to propose thinking and imagining the world in different
ways. There we found the opening that made it possible to discuss diversity and
geographic education to face old clichés. We also highlight the importance of this
openness, which the work with the atlases revealed, to question repetitive patterns
and methodologies already ingrained in school curricula, in addition to highlighting
the production and visibility of materials prepared by students based on their
imaginations about the relationships that permeate the world. For our referrals, we
used the contribution that the Cartography Method brought us according to the idea
that the place is relational, it is never finished, but in a permanent becoming.
Keywords: Place. Mental maps. Geographic Imagination. Atlas. Geographic
education
