Dismantling Photographs and Videos in Geography Classes: Notes on High School Methodologies
Sara Heline Rodrigues de Brito Silva, Breno de Abreu Lopes, Nilson Almino de Freitas, Luiz Antonio Araújo Gonçalves

Abstract
The manuscript presents some notes and results of the pedagogical intervention carried out at José Cláudio de Araújo High School in Mucambo, Ceará. The activities included sophomore students through the project called Dismantling Photographs and Videos in the Geography Classes. The motivation for creating the project was the interest in methodological innovation with the use of teaching practice resources such as photographs, drawings, texts, and videos for a shared construction of a contextualized knowledge. Dismantling is here a method of reading, interpretation, and use of information support, either text or image. In this perspective, dismantling is also useful in Geography classes, mainly in the analysis of photographs, drawings, and texts contained in schoolbooks, as well as in complementary videos. It promotes the development of the students' analytical, critical, and creative capacity, overcoming some viewpoints concerning textbooks, especially the one that places its contents as incontestable. The proposed activity turned students into protagonists in the production of knowledge, giving them conditions to reflect on the contents and stimulating new perceptions from the dismantling and reassembly of contents in a contextualized form. Finally, the intervention proposal helped the students to form other perceptions about the space to which they belong, which is essential in the current social and socioeconomic context.

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