Abstract
From the beginning of geographic thought, authors like Kant, Humboldt, and, Vidal de La Blache made reference to the necessity of the images in the construction of geographic thought. Nowadays,new interpretation of this correlation is worthwhile because of the intensity of images, and in this case, films that children and young people are exposed to daily, without necessarily understanding the geography behind the creation of these symbols and meanings. Due to this phenomenon, this research is based primarily on identifying the need to incorporate these languages into teaching, in a way that is not just illustrative. The need for this incorporation is to enable students to develop critical geographic thought around these constant images, while creating a closeness between the geographic content and the cultural life of students. The purposes of this practice were to provoke the student`s to make the act of watching a movie an exercise of geographic thought. The research was carried out with an extensive bibliographical investigation to support the practical part of the project executed in two schools in the city of Sao Paulo. At the conclusion, the potentialities of the work with cinematic language in geography education were evident, as well as an analysis of the main problems of this interdisciplinary practice.
Highlights
We live in an era of images, where our location, our culture, information and socialization are first conveyed by images
We asked ourselves questions like: What is the impact of this excessive consumption of images on students' lives? How are they absorbing this content? How does this affect school education? And how can school education use these resources as potentialities?
We developed an interdisciplinary didactic between cinematic language and geography education, as well as in relation to other disciplines
Summary
We live in an era of images, where our location, our culture, information and socialization are first conveyed by images. It is important that the teacher encourages interest in the discussion in the students and makes the students feel that they have something to contribute to the class, until they develop their geographical thinking through the images This role is essential for the potential of cinematic language to be effective during the practice. As this practice is developed during class, concepts will increasingly become visible to students and close to their realities, making watching a movie or viewing an image an exercise in the student's geographic thinking. That once students are familiar, they themselves see the geography behind video games, advertisements and even television programs
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