Polar education and storytelling: the narratives of the "Antarctica Cases"
DOI:
https://doi.org/10.5965/1984724623522022395Keywords:
Antarctica, polar teaching, remote teachingAbstract
Antarctica is a relevant continent to be studied. However, it is often laden with myths and misinformation about it. Thus, Digital Storytelling (DST) about Antarctica can collaborate with the teaching-learning process, since it is necessary to seek data for the plot’s development. Therefore, the objectives of this research are (i) to present the methodology for creating an extension course on Antarctica, in a totally remote way; (ii) to describe the content of the videos produced – called Cases of Antarctica; and (iii) to analyze the Antarctic Cases, prepared by the students, with the DST method. The extension course was developed in four synchronous meetings, with the participation of 25 students. To carry out the proposal, audiovisual and theoretical material and content review games were organized. The creation of Antarctica Cases by the participants occurred asynchronously. The stories presented by the participants involved physical aspects of the continent, the local fauna, migratory aspects and cartographic concepts, items worked during the course Cases of Antarctica. The success of the method adopted stands out, although remote teaching, with its overload of activities, made it impossible for most participants to complete the course. Finally, the course provided the knowledge construction by the participants, who became able to contribute with experiences and memories that will be used in their teaching career and aimed at the realization of polar teaching in schools.
Downloads
References
ADAMSON, K., LANE, T.; DE MEYER, K.; CARNEY, M.; OPPENHEIM, L.; PANITZ, S.; PRICE, H.; SMITH, E.; WATSON, G. Enhancing physical geography schools outreach: insights from co-production and storytelling narratives. Progress in Physical Geography: Earth and Environment, [s.l.], p. 1-24, 2021. DOI: https://doi.org/10.1177/03091333211017698
BATISTA, N. L. Cartografia escolar, multimodalidade e multiletramentos para o ensino de geografia na contemporaneidade. 181 f. Tese (Doutorado em Geografia) – Programa de Pós-Graduação em Geografia, Universidade Federal de Santa Maria, Santa Maria, 2019.
BECK, I., HUFFMAN, L. T., XAVIER, J. C. C.; WALTON, D. W. H. Education and polar research: bringing polar science into the classroom. Journal of Geological Resource and Engineering, [s.l.], v. 4, p. 217-221, 2014.
BOYD, R. L.; BLACKBURN, K. G.; PENNEBAKER, J. W. The narrative arc: revealing core narrative structures through text analysis. Science Advances, [s.l.], v. 6, n. 32, p. eaba2196, 2020. DOI: https://doi.org/10.1126/sciadv.aba2196
BURLINGAME, K. Where are the storytellers? A quest to (re)enchant geography through writing as method. Journal of Geography in Higher Education, [s.l.], v. 43, n. 1, p. 56-70, 2020. DOI: https://doi.org/10.1080/03098265.2018.1554630
CALLAI, H. C. Aprendendo a ler o mundo: a geografia nos anos iniciais do ensino fundamental. Caderno Cedes, Campinas, v. 25, n. 66, p. 227-247, 2005. DOI: https://doi.org/10.1590/S0101-32622005000200006
COSTELLA, R. Z. Espaços ausentes e não inexistentes na Geografia Escolar. Movimentos para ensinar geografia: oscilações. 2. ed. Goiânia: C&A Alfa Comunicação, 2019. p. 49-62.
DEL-MORAL-PÉREZ, M. E.; VILLALUSTRE-MARTÍNEZ, L.; NEIRA-PIÑEIRO, M. del R. Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. Computer Assisted Language Learning, [s.l.], v. 32, n. 4, p. 342-365, 2013. DOI: https://doi.org/10.1080/09588221.2018.1517094
DEON, A. R.; CALLAI, H, C. A educação escolar e a geografia como possibilidades de formação para a cidadania. Contexto & Educação, Ijuí (RS), n. 104, p. 264-290, 2018. DOI: https://doi.org/10.21527/2179-1309.2018.104.264-290
KOCAMAN-KAROGLU, A. Personal voices in higher education: a digital storytelling experience for pre-service teachers. Education and Information Technologies, [s.l.], n. 21, p. 1153-1168, 2016. DOI: https://doi.org/10.1007/s10639-014-9373-1
LAMBERT, J. Where it all started: the centre for digital storytelling in California. In: HARTLEY, J.; MCWILLIAM, K. (eds.). Story circle digital storytelling around the world. Oxford, UK: Wiley-Blackwell, 2013.
MALITA, L.; MARTIN, C. Digital storytelling as web passport to success in the 21st Century. Procedia - Social and Behavioral Sciences, [s.l.], v. 2, n. 2, p. 3060-3064, 2010. DOI: https://doi.org/10.1016/j.sbspro.2010.03.465
MENEZES, V. S. Em tempos de defesa do óbvio: os desafios da docência em Geografia. Terra Livre, [s.l.], v. 2, p. 93-123, 2019.
MCLELLAN, H. Digital storytelling in higher education. Journal Of Computing In Higher Education, [s.l.], n. 19, p. 65-79, 2007. DOI: https://doi.org/10.1007/BF03033420
NASH, R. J. Liberating scholarly writing: the power of personal narrative. New York, NY: Teachers College Press: Columbia University, 2014.
NIEMI, H.; MULTISILTA, J. Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, [s.l.], v. 25, n. 4, p. 451-468, 2016. DOI: https://doi.org/10.1080/1475939X.2015.1074610
PETSCH, C.; COSTA, R. M.; VELHO, L. F.; ROSA, K. K. da. De malas prontas para a Antártica. ParaOnde!? Edição Especial - III Colóquio de Pesquisadores em Geografia Física Ensino de Geografia, Pelotas (RS), v. 12, n. 2, p. 180-192, 2019. DOI: https://doi.org/10.22456/1982-0003.97530
PETSCH, C.; VELHO, L. F.; COSTA, R. M.; ROSA, K. K. Verdades e fake news: uso da dinâmica de comunicação do Whatsapp no ensino de regiões polares para o ensino superior em Geografia. Revista Ensino de Geografia, Recife, v. 3, n. 2, p. 180-199, 2020. DOI: https://doi.org/10.51359/2594-9616.2020.242956
PETSCH, C.; SILVEIRA, P. da C.; HOLGADO, F. L.; ROSA, K. K. da; VELHO, L. F.; SIMÕES, J. C. Sentindo os pólos: experiências sensoriais para o aprendizado de Antártica e Ártico. In: PESSOA, Vera Lúcia Salazar; RUCKERT, Aldomar Arnaldo; RAMIRES, Julio Cesar de Lima (org.). Pesquisa qualitativa: aplicações em geografia. Porto Alegre: Imprensa Livre, 2017a. p.232-261.
PETSCH, C.; SILVEIRA, P. da C.; SIMÕES, J. C.; COSTELLA, R. Entre frio, gelo e pinguins: o que mais têm na Antártica? Revista Geografia, Ensino & Pesquisa, Recife, v. 21, n.1, p. 106-112, 2017b. DOI: https://doi.org/10.5902/2236499417693
PRERADOVIC, N. M.; LESIN, G.; BORAS, D. Introduction of digital storytelling in preschool education: a case study from Croatia. Digital Education Review, [s.l.], n. 30, p. 94-105, 2016.
PRINS, E. Digital storytelling in adult education and family literacy: a case study from rural Ireland. Learning, Media and Technology, [s.l.], v. 42, n. 3, p. 308-323, 2017. DOI: https://doi.org/10.1080/17439884.2016.1154075
RICHTER, D. A linguagem cartográfica no ensino de Geografia. Revista Brasileira de Educação em Geografia, Goiás, v. 7, p. 277-300, 2017. DOI: https://doi.org/10.46789/edugeo.v7i13.511
ROBIN, B. R. Digital Storytelling: a powerful technology tool for the 21st Century classroom, Theory Into Practice, [s.l.], v. 47, n. 3, p. 220-228, 2008. DOI: https://doi.org/10.1080/00405840802153916
ROJO, R. H. R. (org.). Multiletramentos na escola. São Paulo: Parábola, 2012.
ROJO, R. H. R. (org.). Escola conectada: os multiletramentos e as TICs. São Paulo: Parábola, 2013. p. 13-36.
ROWE, P.; FORTMANN, L.; GUASCO, T. L; WRIGHT, A.; RYKEN, A.; SEVIER, E.; STOKES, G; MIFFLIN, A.; WADE, R.; CHENG, H.; PFALZGRAFF, W.; BEAUDOIN, J.; RAJBHANDARI, I.; FOX-DOBBS, K.; NESHYBA, S. Integrating polar research into undergraduate curricula using computational guided inquiry, Journal of Geoscience Education, [s.l.], v. 69, p. 178-191, 2020. DOI: https://doi.org/10.1080/10899995.2020.1768004
SARITEPECI, M. Students’ and parents’ opinions on the use of digital storytelling in science education. Technology, Knowledge and Learning, [s.l.], v. 26, p. 193-213, 2021. DOI: https://doi.org/10.1007/s10758-020-09440-y
SCHLOESSER, K. A.; GOLD, A. U. Bringing polar topics into the classroom: teacher knowledge, practices, and needs, Journal of Geoscience Education, [s.l.], v. 69, p. 113-122, 2020. DOI: https://doi.org/10.1080/10899995.2020.1729076
SHABUDIN, A. F. A.; RAHIMA, R. A.; FOO, N.G.A T. Strengthening Scientific Literacy on Polar Regions Through Education, Outreach and Communication (EOC). International Journal Of Environmental & Science Education, [s.l.], v. 11, n. 12, p. 5498-5515, 2016.
SI, M. Facilitate knowledge exploration with storytelling. Procedia Computer Science, [s.l.], v. 88, p. 224-231, 2016. DOI: https://doi.org/10.1016/j.procs.2016.07.429
SILVEIRA, P. da C.; PETSCH, C.; SIMÕES, J. C. Entre os altos e baixos do livro didático: a Antártica não é plana. Revista Geonorte, Amazonas, v.10, n.1, p.74-79, 2014. Edição Especial 4.
SOUZA, J. O. de. Antártica: percepção e caracterização dos alunos de ensino básico em Porto Alegre e Canoas. 78 p. Dissertação (Mestrado em Geografia) – Universidade Federal do Rio Grande do Sul, Porto Alegre, 2021.
TORRES, E. C.; VEIGA, L. A. Em tempos de pandemia: contação de histórias e a sensibilização e acolhimento de crianças. Giramundo, [s.l.], v. 7, n. 1 3, p. 215-224, 2020. DOI: https://doi.org/10.33025/grgcp2.v7i13.2533
VEIGA, I. P. A. Professor: tecnólogo de ensino ou agente social. In: VEIGA, I. P. A. (coord.). Formação de professores: políticas e debates. Campinas, SP: Vozes, 2002.
WALTON, D.; XAVIER, J.; MAY, I.; HUFFMAN, L. Polar educators international - a new initiative for schools. Antarctic Science, [s.l.], v. 25, n. 4, p. 473-473, 2013. DOI: https://doi.org/10.1017/S0954102013000485
XAVIER J. C.; FUGMANN G.; BECK I.; HUFFMAN L.; JENSEN E. Education on Biodiversity in the Polar Regions. In: CASTRO P.; AZEITEIRO U.; BACELAR-NICOLAU P.; LEAL FILHO W.; AZUL A. Biodiversity and education for sustainable development: world sustainability Series. [s.l.]: Springer, 2014.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 PerCursos
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.