O Conceito de lugar nos anos iniciais do ensino fundamental: uma abordagem a partir das fotografias presentes em livros didáticos de geografia

Abstract

The main objective of this study was to analyze the potential of photographic images present in geography textbooks for the early years of the elementary school in municipal schools in Dourados (MS) to work on the concept of place, considering that, among others, this is one of the core concepts in school geographic education, especially in this first stage. For this purpose, we analyzed photographs present in geography textbooks of the 1st, 2nd and 3rd year of the Apis collection, approved in the National Textbook Program (PNLD) of 2019 and which are being used in municipal schools in Dourados (MS), identifying limits and possibilities to work with this concept from them. Photographs that appeared in units and chapters whose objective were to work on the concept of place were selected. Thus, 20 sets of photographs that present examples of places of experience and places close to the students, such as the family, the house, the street, the square and the neighborhood were identified and analyzed, in addition to other photographs that discuss various aspects related to the places, such as changes and permanencies. From this, we observe that the photographs appear as a way of illustrating the theme, confirming the written text and exemplifying what is being addressed about place, and that understanding of the place from them can be limited to its physical character, as a point to be located on the surface and on the map. Therefore, it was identified the need to problematize these photographs present in the school context in order to promote discussions about the place, understanding them as creators of geographical thoughts and imaginations.