Geografia Imaginativa e o aprender. Desaprender e reaprender sobre o Eu, o Outro e o Nós utilizando o seriado Os Simpsons na Educação Básica

• Ano de defesa: 2019
• Autor(a) principal: Almeida, Diogo Chaves de
• Outros Autores: [e-mail]
• Orientador(a): Novaes, André Reyes
• Banca de defesa: Fernandes, Ulisses, Maia Filho, Pedro Paulo Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Tecnologia e Ciências::Instituto de Geografia
• País: Brasil
• Palavras-chave em Português: Simpsons (Programa de televisão); Geografia – Estudo e ensino; Geografia – Métodos de ensino; Geografia na arte; Geografia imaginativa; Os Simpson; Proposta pedagógica
• Palavras-chave em Inglês: Imaginative Geography; The Simpsons; Pedagogical proposal
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA POLITICA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/16890

The present work aims to analyze the possibilities of a pedagogical proposal using three episodes of the American animated series The Simpsons, in which in these census the main characters visit Brazil (Blame it on Lisa), the African continent (Simpson Safari) and China (Goo Goo Gai Pan) presents itself as questioning and critical agents of the perceptions of the self, the other and the us, knowledge presented in national and international curricular parameters as the responsibility of Geography in basic education. Using a critical visual methodology and using images from the series produced by Matt Groening for Fox Broadcasting Company as an essential tool, the American western perceptions of the regions (contaminated by a multiplicity of images in the current world) appear, which are added to the later looks and opinions about the episodes of high school students in schools in the city of Rio de Janeiro, resulting in the construction, deconstruction and reconstruction of the interpretations of these students with and from the concepts and studies linked to Imaginative Geography, the symbols cited and intertextualized by the geographical characters residents of the fictional city of Springfiled. The practical result is evidenced through questionnaires applied in the classroom with the production of word clouds, with highlights for the main tendencies of responses and other more complex and controversial examples. Thus, it seems interesting to understand the extent to which the pedagogical proposal using this television program, and possibly other audiovisual resources, can positively participate in the processes of analyzing near and far landscapes in the teaching of school Geography.