A iconografia e o ensino de história: potencialidades e possibilidades

Abstract

In contemporary society takes the picture look more than the actual written text. There are many visual manifestations, whether through movies, television, photographs and other categories of images. The iconography as a source of research in history has been used constantly, and not limited to art historians. With the history of the Annales (1929), France, historiographic trends that have emerged now include other research objects, and these changes reflected in the expansion of the concept and focus that gave the document to use in teaching history. The investigation object was the iconography and its relation to the teaching of history. The aim of this study was to demonstrate the importance of using images as a teaching resource in the teaching of history, recognizing their strengths and weaknesses, using the concept of representation. We consider this research bibliographical and its theoretical and methodological framework is based on cultural history, from the concept of representation arising from sociology and appropriated by Roger Chartier. This concept allows the image to think from the symbolic field, the context of production and their intentions. Peter Burke, Sandra Pesavento Jatahy and Eduardo França Paiva propose to deal with the aspect of the symbolic construction of images. Regarding the teaching of history, we mention Circe Maria Bittencourt, Maria Auxiliadora Schmidt and Nívia Thais Fonseca de Lima. The authors listed above were used as bibliographic sources. Considering the literature studied, it was shown the possibility and necessity of the use of iconography as a basis and method of teaching, mainly for allowing the dialogue with different historical temporalities and establish relationships with other languages. As a documentary category, the specific iconography claims processing methodology, which is not limited to being used as mere illustration of the narrative text.