USE OF COMIC HISTORY FOR GEOGRAPHY TEACHING: ANALYSIS OF DIDACTIC PROPOSALS
DOI:
https://doi.org/10.36026/rpgeo.v6i2.4013Keywords:
History in comic book, Geography, Didactic proposalsAbstract
Based on a literature review, this article aimed to identify in didactic proposals what were the learning categories used from the use of history in comics for the teaching of geography and its contributions to the construction knowledge of the student. The selection of proposals was made from the reading of the titles, abstracts, methodology and conclusions in order to select the works that actually contributed to the research. Four articles and a dissertation were classified. The analysis process occurred from the detailed reading of the proposals and the analysis criteria were defined from the survey by Toppel, Camargo and Chicóra (2015). The results showed that the learning categories were varied, two works with expressive character, two expressive and constructivist character, and one guiding. Almost all brought the critical and meaningful learning approach. It is concluded that in the teaching of geography, THE Comics imply positive results in the learning process, because they are essential resources as they approach the contents, sometimes difficult to understand, and articulate them with images, allowing the expression of the artistic communication as well as the theoretical relationship with the student's experiences, thus acquiring new conceptions in his conceptual ecology by the assimilation process.
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