THE USE OF CINEMATOGRAPHIC LANGUAGE AS A TEACHING METHODOLOGY: GEOGRAPHY TEACHER TRAINING AND MEDIA EDUCATION

Abstract

The article presents a descriptive analysis of the Geography project[1] of the Pedagogical Residency Program (PR) of the Federal University of Western Pará (UFOPA), which used cinematographic language as a teaching methodology to break with traditional practices and promote a more dynamic and meaningful Geography. The RP, funded by CAPES, aims to improve teacher training, providing practical experiences in the classroom during graduation. The project was developed in four public schools in Santarém-PA, with the participation of 30 scholarship holders/residents, 6 preceptors, and two guiding teachers. The activities included planning, pedagogical training, intervention in field schools, production of documentaries, and participation in academic events. The use of cinematographic language as a teaching methodology was based on authors such as Pontuschka (2007), who highlights the potential of cinema to motivate students and teachers to deepen their geographical knowledge, and Candau (2000), who defends the overcoming of traditional teaching practices. Also, Pires (2012) and Candau (2000) criticize traditional descriptive and expository practices, advocating a more critical and reflective approach, reinforcing the need to diversify teaching methodologies, and promoting the autonomy and critical capacity of future teachers. The practical experience in the classroom and the production of documentaries contributed to the formation of more autonomous and critical teachers, capable of adapting to the different demands of the school routine. The digital age and media education were also central themes in the analysis. Buckingham (2007; 2015) discussed the impact of digital media on the lives of children and young people, advocating media education that promotes critical reflection on content and forms of digital communication. Fantin (2011) approached media education as an interdisciplinary field that integrates education, communication, and digital technologies, promoting the formation of critical and creative subjects. Gomes (2015) highlighted the challenges of digitalization in education, arguing that teacher training should prioritize the critical integration of digital technologies. In summary, the UFOPA PR Geography project demonstrated that the use of cinematographic language and digital technologies can contribute significantly to teacher training and student motivation. The production of documentaries allowed students to reflect on their local reality, articulating the geographical concepts studied in the classroom with their daily experiences. The project proved to be an enriching experience for all involved, reinforcing the need to rethink traditional teaching practices and propose innovative methodologies that promote the construction of knowledge based on the students' reality.