A iconografia como ferramenta didática no ensino de geografia: explorando a rota bioceânica em Porto Murtinho/MS

Abstract

This dissertation analyzes iconography as a structuring method and language in the teaching of Geography, using the Bioceanic Route in the municipality of Porto Murtinho/MS as its empirical object. In this sense, the research is based on the dialogue between critical Geography and studies of visuality, to understand the image as an analytical instrument capable of mediating the reading of space. Therefore, the general objective of the investigation was to ascertain the possibilities of using iconography, approached as a structuring method and language, in fostering critical spatial thinking and the protagonism of students in the face of the territorial transformations of the Bioceanic Route in Porto Murtinho. Methodologically, this is a qualitative investigation, developed through the application of a didactic sequence based on active methodologies, involving systematic observation, student iconographic production, and analysis of visual narratives. The intervention was carried out in a public school in Porto Murtinho, with 30 eighth-grade students. The results indicate that iconography favors the development of critical spatial thinking, by allowing the articulation between scales, the reading of territorial transformations, and student protagonism in the construction of knowledge. It is concluded that the use of images, when methodologically structured, contributes to overcoming descriptive practices in Geography teaching, consolidating itself as a didactic strategy favorable to the formation of critical subjects in the face of contemporary socio-spatial dynamics.