(POSIBLES) DIÁLOGOS ENTRE LA GEOGRAFÍA ESCOLAR Y LOS MEDIOS: CUESTIONES TEÓRICAS Y PRÁCTICAS

questões teóricas e práticas

Resumen

School Geography has mass communication vehicles as important discursive competitors. A good part of the media programming addresses issues presents in this discipline, such as globalization, geopolitical conflicts, global warming, urban problems, energy sources, population growth and sustainable development, among other. Therefore, there is no way for the teacher to neglect the influence of the media on the complex teaching-learning process in Geography. On the contrary, one of the main teaching challenges is to promote a satisfactory synthesis between media discourses and geographic science. In this sense, this article reflects on the incorporation of media artifacts in the classroom, its risks, limitations and possibilities, both as a didactic resource and as an object of study to be systematized in its discursive content. To this end, we present three guiding questions: How is Geography present in the media discourse? What is media discourse and how is it involved with ideology? How to work Geography and media in teaching? It was found that the media material, by itself, does not have a didactic-pedagogical character to be incorporated into the dynamics in the classroom. Thus, we conclude that, only after proper teacher mediation, materials from newspapers, magazines or television productions can become significant objects for the teaching-learning process in Geography in basic education.