O livro didático e a iconografia no ensino de história na escola estadual São Pedro, Maués/Am-2023

Abstract

This account of experiences addresses how visual manifestations, becoming increasingly accessible with the changing world, create a need for teachers and historians to critically monitor them, understanding how they affect not only the media but also textbooks. The research focused on iconography, exploring how these images in textbooks can aid in history teaching, recognizing the reality of their use in the classroom, their advantages, potential, and challenges. Field research during internships, bibliographic research using progressive methodology, and the importance of representations in non-written texts and documents were employed. The terms Iconography and Iconology, as studied by Panofsky and Burke, are used as symbols providing a framework for interpretation. The teaching of history and the trajectory of textbooks are referenced in the works of Bittencourt, Libâneo, Freitag, and Karnal. The documentary importance of images in providing information and raising awareness of context is highlighted, fostering dialogue with visual sources during class, and allowing for connections with these languages.