RURAL EDUCATION, HISTORY TEACHING, IMAGES. POSSIBLE CONTRIBUTIONS FROM AN EXPERIMENT

Contribuições possíveis a partir de dados de uma experiência

Abstract

This study aims to discuss the teaching of History and images in Field Education in order to support possible reflections on memories of teachers who are sometimes despised. On the contrary, one can recover, reflect and contextualize, cross the past with the present, providing a profitable discussion about reality itself with looks that favor a better understanding of the world, in addition to the critical view of this reality. As for the methodology, we searched for three images, Engenho de carne-seca, by artist Jean Baptiste Debret, Day by day of a hillbilly family farmer, photographer Cezar Diniz and Children in an indigenous school, photographer Renato Soares, because they represent rural contexts. An activity was applied on reading images using only two of them with a group of three teachers. With regard to the discussion, we used the studies of Fonseca (2009), Caldart (2002), Molina (2006), Wunder (2006), Ribeiro (2009), Vargas (2014) and others. At first we deal with the ability to tell the story of the image, trying to show that a certain image may be appropriate to provoke concrete discussions in the school environment about part of a story. In the second, we approach ideas represented by two images that are directed to the same point, life in the field.  And finally, we deal with the Education of the field in motion, addressing this rural educational scenario with its challenges, so full of persistence, resistance, overcoming and hope. Finally, the result of the activity on reading images demonstrated that careful looking at its elements can offer new narratives of life stories and express other meanings, related to the existence and desire for a better education and quality for people living in the countryside.