<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000200430</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i2.8661516</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS IMAGENS DA AMAZÔNIA ENTRE CINEMA E GEOGRAFIA ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[THE IMAGES OF THE AMAZON BETWEEN CINEMA AND SCHOOL GEOGRAPHY]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS IMÁGENES DE LA AMAZONIA ENTRE CINE Y GEOGRAFÍA ESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Desiderio]]></surname>
<given-names><![CDATA[Raphaela de Toledo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Preve]]></surname>
<given-names><![CDATA[Ana Maria Hoepers]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Universidade Federal do Sul e Sudeste do Pará ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Faculdade de Educação Rede Internacional de Pesquisa "Imagens, Geografias e Educação"]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>430</fpage>
<lpage>447</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000200430&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto resulta da pesquisa intitulada &#8220;As telas da escola: cinema e professores de geografia&#8221;, oriunda da Rede Internacional de Pesquisa &#8220;Imagens, Geografias e Educação&#8221; e realizada com professores de geografia da educação básica. Com base nos resultados da pesquisa apresentamos uma reflexão acerca das imagens preponderantes nos filmes que alguns professores citaram utilizar em sala de aula. A ausência de filmes sobre a região norte do Brasil marcou o interesse dessa investigação. Como a geografia escolar trata a região norte e a Amazônia quase como sinônimos, direcionamos nossa investigação para as imagens da Amazônia. A partir de respostas específicas do questionário, de pesquisas em livros didáticos e das produções cinematográficas citadas, problematizamos as relações que se estabelecem entre cinema e professores de geografia. A pesquisa revelou que os professores utilizam filmes para ilustrar e representar conteúdos e temáticas geográficas, ou seja, que o cinema é tomado como recurso didático, documento de uma perspectiva educacional baseada na transmissão de informações. Embora tenhamos observado uma diversidade de imagens da Amazônia, a força da repetição apresenta-se muito mais pungente; as imagens da floresta continental e o crescente desmatamento, ambos consubstanciam uma contradição que não nos permite pensar o espaço como multiplicidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper results from a research project entitled &#8220;School screens: cinema and teachers of Geography&#8221; carried out by the International Research Network &#8220;Images, Geographies, and Education&#8221; with teachers of Geography in basic education. Based on the results of the research, we reflect on the images that appear in the cited films about the Amazon. The absence of films about the northern region of Brazil marks the interest of this investigation. As school Geography treats the northern region and the Amazon almost as synonyms, we direct our investigation to images of the Amazon. Based on specific responses to the questionnaire, research on textbooks and cinematographic productions mentioned by these, we problematize the relationships that are established between cinema and Geography teachers. The research revealed that Geography teachers use films to illustrate and represent content and geographic themes, i.e., cinema is taken as a didactic resource, a document from an educational perspective based on the transmission of information. Although we have observed a diversity of images of the Amazon, the force of the repetition is much more pungent; both the images of the continental forest and the growing deforestation embody a contradiction that does not allow us to think of space as multiplicity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ese texto resulta de la investigación titulada &#8220;Las pantallas de la escuela: cine y profesores de Geografía&#8221; de la Red Internacional de Investigación &#8220;Imágenes, Geografías y Educación&#8221;, realizada con profesores de Geografía de educación básica. Basándonos en los resultados de la investigación, presentamos una reflexión con las imágenes que aparecen en las películas citadas sobre la Amazonia. La ausencia de películas sobre la región norte de Brasil marca el interés de esta investigación. Como la geografía escolar trata la región norte y la Amazonia casi como sinónimos, dirigimos nuestra investigación a las imágenes de la Amazonia. A partir de respuestas específicas del cuestionario, de investigaciones en libros didácticos y de las producciones cinematográficas mencionadas, problematizamos las relaciones que se establecen entre cine y profesores de Geografía. La investigación ha revelado que los profesores de Geografía utilizan películas para ilustrar, representar contenidos y temáticas geográficas, es decir, el cine es tomado como recurso didáctico, documento de una perspectiva educativa basada en la transmisión de información. Aunque hayamos observado una diversidad de imágenes de la Amazonia, la fuerza de la repetición es mucho más pungente; las imágenes de la selva continental y la creciente deforestación, ambas encarnan una contradicción que no nos permite pensar en el espacio como multiplicidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Imagens da Amazônia]]></kwd>
<kwd lng="pt"><![CDATA[Cinema]]></kwd>
<kwd lng="pt"><![CDATA[Geografia Escolar]]></kwd>
<kwd lng="en"><![CDATA[Images of the Amazon]]></kwd>
<kwd lng="en"><![CDATA[Cinema]]></kwd>
<kwd lng="en"><![CDATA[School Geography]]></kwd>
<kwd lng="es"><![CDATA[Imágenes de la Amazonia]]></kwd>
<kwd lng="es"><![CDATA[Cine]]></kwd>
<kwd lng="es"><![CDATA[Geografía escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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