Headnote
ABSTRACT
Objective: This study investigates the use of photography as a pedagogical tool in Critical Environmental Education, aiming to raise students' awareness of environmental issues and stimulate critical thinking. The research analyzes how photographic images promote reflection and engagement in sustainable practices, demonstrating the impact of photography in education and encouraging students to become agents of transformation.
Theoretical Framework: The theoretical framework addresses photography as a pedagogical tool in Critical Environmental Education (CEE), based on the theory of CEE and the Interdisciplinary Image Reading proposed by Silva and Neves (2018), which structures the educational exploration of images. Visual literacy is also highlighted, essential for critically interpreting visual elements and fostering reflection on environmental issues.
Method: The qualitative methodology focuses on Interdisciplinary Image Reading applied to 10 undergraduate Biological Sciences students at UEPG, with practical workshops divided into an initial reading and another after theoretical exposure. Data analysis involved interpreting participants' discourses, comparing their image readings before and after the theoretical concepts. Observation and analysis of responses evaluated the methodology's impact on critical thinking and environmental awareness.
Results and Discussion: The results indicated that photography effectively raised awareness and promoted critical thinking among students, evolving from superficial analysis to critical interpretation following the application of Interdisciplinary Image Reading. The discussion connected these results with Critical Environmental Education and visual literacy, highlighting pedagogical implications while acknowledging limitations, such as the small number of participants and the subjectivity in interpretations.
Research Implications: The implications of this research provide valuable insights for Environmental Education and the use of visual resources, demonstrating that photography can sensitize and engage students on sustainability and environmental awareness topics. The visual approach stimulates critical thinking and strengthens interdisciplinarity, influencing pedagogical practices in areas such as Biological Sciences and Arts. Additionally, its application in educational policies and teacher training expands its impact on education.
Originality/Value: This work stands out for its originality in using photography as an innovative pedagogical tool in Critical Environmental Education, encouraging students' awareness and critical thinking on socio-environmental issues. The methodology, based on Interdisciplinary Image Reading, enables in-depth analysis of images, influencing educational practices and the creation of visual didactic materials. The results impact areas like Environmental Education and Biological Sciences, promoting critical environmental awareness.
Keywords: Pedagogical Photography, Critical Environmental Education, Image Reading, Environmental Awareness, Critical Thinking, Interdisciplinarity.
RESUMO
Objetivo: Este trabalho investiga o uso da fotografia como ferramenta pedagógica na Educação Ambiental Crítica, com o intuito de sensibilizar os estudantes para questões ambientais e estimular o pensamento crítico. A pesquisa analisa como imagens fotográficas promovem reflexão e engajamento em práticas sustentáveis, demonstrando o impacto da fotografia no ensino e incentivando os estudantes a se tornarem agentes de transformação.
Referencial Teórico: O referencial teórico aborda a fotografia como ferramenta pedagógica na Educação Ambiental Crítica (EAC), fundamentando-se na teoria da EAC e na Leitura de Imagem Interdisciplinar de Silva e Neves (2018), que estrutura a exploração educativa das imagens. Destaca-se também a alfabetização visual, essencial para interpretar criticamente elementos visuais e fomentar a reflexão sobre questões ambientais.
Método: A metodologia qualitativa foca na Leitura de Imagem Interdisciplinar aplicada a 10 estudantes de Licenciatura em Ciências Biológicas da UEPG, com oficinas práticas divididas em leitura inicial e após exposição teórica. A análise dos dados envolveu a interpretação dos discursos dos participantes, comparando suas leituras de imagem antes e depois dos conceitos teóricos. Observação e análise das respostas avaliaram o impacto da metodologia no pensamento crítico e sensibilização ambiental.
Resultados e Discussão: Os resultados indicaram que a fotografia foi eficaz para sensibilizar e promover o pensamento crítico nos estudantes, com uma evolução da análise superficial para uma interpretação crítica após a aplicação da Leitura de Imagem Interdisciplinar. A discussão conectou esses resultados à Educação Ambiental Crítica e alfabetização visual, ressaltando as implicações pedagógicas, embora reconhecendo limitações, como o número reduzido de participantes e a subjetividade nas interpretações.
Implicações da Pesquisa: As implicações desta pesquisa trazem insights valiosos para a Educação Ambiental e o uso de recursos visuais, demonstrando que a fotografia pode sensibilizar e engajar estudantes em temas de sustentabilidade e consciência ambiental. A abordagem visual estimula o pensamento crítico e fortalece a interdisciplinaridade, influenciando práticas pedagógicas em áreas como Ciências Biológicas e Artes. Além disso, a aplicação em políticas educacionais e na formação de professores amplia seu impacto no ensino.
Originalidade/Valor: Este trabalho destaca-se pela originalidade ao utilizar a fotografia como ferramenta pedagógica inovadora na Educação Ambiental Crítica, incentivando a sensibilização e o pensamento crítico dos estudantes sobre questões socioambientais. A metodologia, fundamentada na Leitura de Imagem Interdisciplinar, permite uma análise profunda das imagens, influenciando práticas educacionais e a criação de materiais didáticos visuais. Os resultados impactam áreas como Educação Ambiental e Ciências Biológicas, promovendo uma consciência ambiental crítica.
Palavras-chave: Fotografia Pedagógica, Educação Ambiental Crítica, Leitura de Imagem, Sensibilização Ambiental, Pensamento Crítico, Interdisciplinaridade.
RESUMEN
Objetivo: Este trabajo investiga el uso de la fotografía como herramienta pedagógica en la Educación Ambiental Crítica, con el propósito de sensibilizar a los estudiantes sobre cuestiones ambientales y estimular el pensamiento crítico. La investigación analiza cómo las imágenes fotográficas promueven la reflexión y el compromiso con prácticas sostenibles, demostrando el impacto de la fotografía en la enseñanza e incentivando a los estudiantes a convertirse en agentes de transformación.
Referencial Teórico: El marco teórico aborda la fotografía como herramienta pedagógica en la Educación Ambiental Crítica (EAC), fundamentándose en la teoría de la EAC y en la Lectura de Imagen Interdisciplinar de Silva y Neves (2018), que estructura la exploración educativa de las imágenes. También se destaca la alfabetización visual, esencial para interpretar críticamente elementos visuales y fomentar la reflexión sobre cuestiones ambientales.
Método: La metodología cualitativa se centra en la Lectura de Imagen Interdisciplinar aplicada a 10 estudiantes de Licenciatura en Ciencias Biológicas de la UEPG, con talleres prácticos divididos en una lectura inicial y otra después de la exposición teórica. El análisis de los datos involucró la interpretación de los discursos de los participantes, comparando sus lecturas de imagen antes y después de los conceptos teóricos. La observación y el análisis de las respuestas evaluaron el impacto de la metodología en el pensamiento crítico y la sensibilización ambiental.
Resultados y Discusión: Los resultados indicaron que la fotografía fue eficaz para sensibilizar y promover el pensamiento crítico en los estudiantes, pasando de un análisis superficial a una interpretación crítica después de la aplicación de la Lectura de Imagen Interdisciplinar. La discusión conectó estos resultados con la Educación Ambiental Crítica y la alfabetización visual, resaltando las implicaciones pedagógicas, aunque reconociendo limitaciones como el reducido número de participantes y la subjetividad en las interpretaciones.
Implicaciones de la Investigación: Las implicaciones de esta investigación aportan valiosas ideas para la Educación Ambiental y el uso de recursos visuales, demostrando que la fotografía puede sensibilizar y comprometer a los estudiantes en temas de sostenibilidad y conciencia ambiental. El enfoque visual estimula el pensamiento crítico y fortalece la interdisciplinariedad, influyendo en prácticas pedagógicas en áreas como Ciencias Biológicas y Artes. Además, su aplicación en políticas educativas y en la formación de profesores amplía su impacto en la enseñanza.
Originalidad/Valor: Este trabajo se destaca por su originalidad al utilizar la fotografía como herramienta pedagógica innovadora en la Educación Ambiental Crítica, incentivando la sensibilización y el pensamiento crítico de los estudiantes sobre cuestiones socioambientales. La metodología, basada en la Lectura de Imagen Interdisciplinar, permite un análisis profundo de las imágenes, influyendo en prácticas educativas y en la creación de materiales didácticos visuales. Los resultados impactan áreas como la Educación Ambiental y Ciencias Biológicas, promoviendo una conciencia ambiental crítica.
Palabras clave: Fotografía Pedagógica, Educación Ambiental Crítica, Lectura de Imagen, Sensibilización Ambiental, Pensamiento Crítico, Interdisciplinariedad.
1 INTRODUCTION
Critical Environmental Education (EAC) plays an essential role in the formation of critical citizens who are aware of the relationships between society and the environment, encouraging an active stance towards environmental challenges. The National Common Curriculum Base (BNCC) supports the inclusion of EAC, with an emphasis on environmental awareness, covering physical, biological aspects and the interaction of the individual with society and nature in areas such as science, art and technology (Brazil, 2022)
In the educational context, photography is an effective pedagogical tool that enriches the practices of educators, facilitating teaching-learning and expanding visual language. It offers students a new perspective to interpret scientific and environmental issues, promoting engagement and critical awareness about environmental sustainability. This work has as its object the image reading by graduates of the undergraduate course in Biological Sciences of the State University of Ponta Grossa (UEPG), through the application of an interdisciplinary activity related to Critical Environmental Education. The objective is: To analyse the role of the photographic image as a pedagogical tool in the teaching of the subject Critical Environmental Education.
2 THEORETICAL FRAME
Photography is effective in Critical Environmental Education by raising students' awareness of environmental issues and promoting critical thinking. By emotionally connecting students with environmental reality, photography brings issues closer and more relevant, facilitating a critical analysis of: a) Awakening emotions and generating identification by encouraging students' emotional connection with environmental problems and motivating actions for change.(Robina-Ramírez et al., 2020; Zhang & Li, 2023); b) Encouraging observation and critical analysis can lead students to observe in detail and interpret visual elements, developing a critical vision about environmental reality (López-León, 2020often; Zachariah, 2020); c) Connecting reality with curricular content, serving as a pedagogical resource in disciplines such as Biology and Geography. This makes learning more meaningful and contextualised, deepening the understanding of Environmental Education topics (Amar, 2021; Oliveira & Junior 2023); d) Problematizing complex socio-environmental issues by exploring photos that illustrate problems such as overconsumption and biodiversity loss, students are encouraged to reflect on causes and consequences, seeking fairer and more sustainable solutions ( Scott, 2014a, 2014b).
2.1 USE OF PHOTOGRAPHY IN EDUCATION
The use of photography in education related to Environmental Education and Sustainable Development can be classified according to the following categories: a) Photographic practice for reflection, creativity and critical gaze focuses on photography as a tool to stimulate reflection and creativity. In this category, photography encourages students to question reality and adopt a critical stance on socio-environmental issues (McGaurr, 2016; MacArthur, et al., 2022); b) Photography as an element in visual literacy is explored to develop the ability to read and interpret images. The objetive is to improve visual perception and the students' ability to decode the messages contained in the images, promoting an esthetic and analytical sensitivity. (Friedman, 2018; Thompson, 2019); c) Interdisciplinary photographic practice as a cross-cutting tool that connects different disciplines such as science, geography and the arts. This approach allows integrating knowledge from various areas, facilitating more connected and contextualised learning (Méaux, 2019;. Melik &Ernste, 2019); d) Photography related to the understanding of landscape, space and place helps students understand concepts of landscape and geographical space. Here, the photograph serves as an instrument of analysis, allowing the registration and interpretation of the environment in which they live. (Smith, 2019; Klerk, 2020); e) Photography as a motivating and interactive proposal in teaching focus on the potential of photography to stimulate student interest and participation. The use of photography as a motivating and interactive tool aims to promote collaboration and make learning more interesting and meaningful (Ozga, 2016; Klimt, 2018); f) Photography as a didactic tool in environmental education exploits the potential of photography to engage students, promoting participation and interest. Used in a motivating and interactive way, photography makes learning collaborative and meaningful, enriching the educational experience (Scott, 2014a, 2014b; Amar, 2021).
2.2 THE CONTRIBUTION OF INTERDISCIPLINARY IMAGE READING TO THE ANALYSIS OF THE IMAGE FROM THE CTS PERSPECTIVE
The Interdisciplinary Image Reading, proposed by Silva and Neves (2018), provides a solid foundation for analysis in Science, Technology and Society (CTS), although it was not initially developed for this perspective. Analysis of the form, content, context and interpretation of the images allows one to address CTS-related issues comprehensively.
Interdisciplinary Image Reading approach and its potential relationship with CTS may include: a) Analysis of the way in which framing, sharpness and use of colours is observed, connecting photography to technology, which allows us to question the neutrality of photography and explore how photographic technology shapes our view of reality, addressing the evolution and access to this technology (Boonkong, 2016; Waelen, 2023); b) Content analysis under the CTS perspective enriches the analysis by examining the role of science in environmental awareness and in public waste management policies, broadening the understanding of the scientific effects on society (Garnett et al., 2022; Zhou et al., 2022); c) Analysis of the social and political context, making photography a tool of environmental activism, considering the role of the media in disseminating scientific themes and how social values influence the reception of images (Hoeppe, 2019; Arapović et al., 2023); d) Interpretative analysis explores the ethical implications of science and technology, stimulating reflections on conscious consumption and public policies and in a different CTS perspective that discusses views on individual and collective responsibility in the search for sustainable solutions (Das et al., 2019; Li et al., 2020).
2.3 LIMITATIONS OF CTS INTERDISCIPLINARY IMAGE READING
The Interdisciplinary Image Reading, in its original form, does not profoundly address specific issues of Science, Technology and Society (CTS).
To enrich this analysis, it is interesting to incorporate elements that connect the image to CTS themes more broadly by incorporating elements such as: a) History of the CTS relationship that contemplates investigating how this relationship evolved and influenced the production and perception of images over time. This perspective provides a basis for understanding the role of science and technology in shaping world views (Quéré, 1983; Griffen et al., 2022); b) Ethical and political aspects of Science and Technology when analysing images include corporate responsibility and the political and social implications of image production. This focus helps reflect on the ethical role of imaging technologies (Graham et al., 2019; Ciappei et al., 2022); c) Public participation and decision-making is a relevant element, as images can mobilise the public and foster debates about science and the environment, impacting public policies and environmental solutions. This aspect highlights the importance of the image in citizen participation (Jenner, 2012; Zhang & Barr, 2013).
Interdisciplinary Image Reading provides an initial basis for CTS analysis, but an in-depth perspective requires incorporating elements that address the complex interaction between science, technology and society, promoting a critical understanding of the human relationship with the environment.
3 METHODOLOGY
This study employs the Interdisciplinary Image Reading of Silva and Neves (2018) as a methodology to analyse photographs in the context of Critical Environmental Education. With 10 undergraduate students in Biological Sciences from UEPG, the workshops included an initial image reading and a second phase after the introduction of theoretical concepts, allowing to assess the impact of this knowledge on critical perception. The students chose images related to the theme and, after a lecture on Interdisciplinary Image Reading, carried out a second collective analysis, deepening the critical understanding. The textual analysis of Moraes and
Galiazzi's discourse (2016) was applied, exploring new insights into the role of the image in environmental education.
The first stage was to name the identified works of the participating students with A1, A2, A3 and so on successively, according to the number of participants in the research. Subsequently, the Unitarisation of the textual corpus was used, which consisted of the disassembly of the texts, so that they could have an understanding of the constituent elements. Initially, each student was asked to choose an image that was linked to an environmental issue that was identified according to Table 1.
The second stage was to categorise the information obtained in the textual corpus to identify and classify in the categories obtained.
The third stage was the Metatexto, which consisted in describing and interpreting the works in the established categories, and carrying out the comparison of the image reading, before and after the theoretical benchmark presented in the Interdisciplinary Image Reading proposed by Silva and Neves (2018).
3.1 THE STEPS OF INTERDISCIPLINARY IMAGE READING (INTERDISCIPLINARY IMAGE READING)
The Interdisciplinary Image Reading, proposed by Silva and Neves (2018), was developed for interdisciplinary application, allowing the analysis of images in several areas of knowledge. In the context of Critical Environmental Education, this methodology seeks to promote sensitivity, reflection and action of students on socio-environmental issues.
Applying this reading in Environmental Education teaching allows for a more meaningful connection between students and environmental topics. By interpreting images, students develop a critical and conscious look at environmental problems, integrating visual knowledge with social reflection.
Shape Analysis -In this step, the focus is on the visual structure of the image, on the basic elements that make it up. It is important to analyse aspects such as: a) Basic elements of the composition -Point, line, shape (geometric or organic), direction, tone, colour, texture, scale, dimension, movement; b) Organisation of the elements -How the elements relate to each other, creating rhythm, balance, symmetry or asymmetry, contrast, depth, etc; c) Techniques and materials -Observe whether the image is a painting, drawing, photography, engraving, collage, etc., and identify the materials and techniques used in its production; d) ObjectiveUnderstanding how visual language is used to construct the image to convey meanings.
Content Analysis -The second step directs the analysis to the theme and meaning of the image. Consideration should be given to: a. Central theme -What does the image represent? What is the main idea it seeks to convey?; b. Symbolism -What are the symbolic elements present in the image? What meanings do they carry?; c. Message -What message does the image convey? What feelings or ideas does it evoke in the observer?; d. Objective -Interpret the image message, considering its visual, symbolic and contextual elements.
Analysis of the Relations that Involve the Image (author x context x reader) -In this stage, the analysis turns to the contextualisation of the image, considering: a) Authorship -Who produced the image? What is the historical and social context in which the image was produced?; b) Purpose -What is the author's intention in creating the image? Is the image part of a specific context (a literary work, an artistic movement, an advertising campaign, etc.)?; c) Target audience -For whom was the image created? What is the intended impact on the public?; d) Objective -Situate the image in its historical, social and cultural context, understanding the intentions of the author and the target audience for which it is intended.
Interpretative Analysis of the Reader -The final stage of Interdisciplinary Image Reading involves the personal interpretation of the reader, considering: a) Subjectivity -How does the reader interpret the image based on his experiences, knowledge and values?; b) Dialogues -What relations does the reader establish between the image and other works of art, texts, historical facts, social issues, etc?; c) Reflections -What reflections does the image elicit in the reader? What questions does it raise?; d) Objective -Encourage critical and reflective interaction with the image, promoting the elaboration of own interpretations and the construction of new knowledge.
In summary Table 2 is presented with the steps of Interdisciplinary Image Reading according to Silva and Neves (2018).
4 RESULTS AND DISCUSSIONS
4.1 IMAGE PRE-READ CATEGORISATION
In the first stage, the texts were dismantled, the reading of the textual productions defining the corpus of the research. Subsequently, the process of categorisation took place, with the productions organised. In Table 3, the images of subjects A2 and A5 are read with their respective images in order to visualise the work carried out by the subjects of the research.
Categories constructed following the deductive and inductive (mixed) method were listed, which consists of gathering textual information based on prior knowledge and categorised considering the objectives of this research. The categories were:
Category 1: Pedagogical Tool -The construction of this category took place because of one of the objetives of the research on characterising the photographic image as a visual tool, and the relevance of presenting the image as a source of research for the educator, since it uses this visual element in order to achieve the students' learning.
Category 2: Critical Environmental Education -This category came according to one of the aims of the research, which includes the evaluation of the use of photography in image reading with a focus on Environmental Education , and the work on the state of the art in the use of photography as a pedagogical tool, in teaching about Environmental Education, aiming at a reflective, sensitive, creative, responsible and critically orientated education. So that a critical analysis of the elements involved in image reading can be done.
Category 3: Sustainable Development Goals -This category was presented in order to choose the images that have the potential for a critical discussion about theobjetives.
Subsequently, the named metatext step was carried out, which consisted of the description and interpretation of the subjects with regard to the categories proposed in this research. These data were organised in Table 4 according to the proposed categories:
4.2 POST IMAGE READ CATEGORISATION
The following is presented in Table 6 results of the categorisation after Interdisciplinary Image Reading, of subjects A2 and A5, which are representative of the total evaluated set.
The image readings taken by the students (A2 and A5) present different approaches to describing photographs of topics such as polar bears, landscapes, environmental conservation and climate issues.
A2's reading addresses the image of Sancho Bay, highlighting the natural beauty of the site and its environmental preservation. The first reading focuses on the interaction between aquatic and terrestrial environments, while the second offers a detailed description of the visual and tourist characteristics of the beach. Both readings converge in the valuation of environmental preservation, but they differ in their esthetic and technical approach.
In A5's analysis, the image of a tree in human hands is interpreted symbolically as an appeal to the conservation of the ecosystem. The first reading focuses on symbolism, while the second expands the discussion, connecting the image with the biology of conservation and the role of society in environmental preservation. The analysis reflects awareness about the impacts of human actions on the environment.
The main focus of the analyses is how each reader interprets and describes images, whether empirically, technically or with a critical approach, and which is in line with work that explored how different readers interpret and describe images, using varied approaches ranging from theoretical frameworks to empirical and methodological investigations. (Camargo, 2021; Iwasse et al., 2022).
The main differences in image readings involve the level of detail, the presence or absence of theoretical and bibliographic context, and the connection with larger themes such as climate change, environmental preservation, and critical education. In many cases, there is an emphasis on aesthetics and natural features, but deeper readings explore the social, environmental, and educational implications of images. These results find support in studies provide elements to understand the differences in image readings, addressing everything from aesthetic evaluation to connection with broader social and environmental themes (O'Neill and Smith, 2014; Iwasse et al., 2022).
The contrast between empirical readings and techniques, as well as the lack of theoretical contextualisation in some analyses, evidences how the interpretation of images varies according to the reader's knowledge and focus. In general, the relevance of the images for discussions about conservation and environmental education is highlighted, with varied approaches. The results show how different techniques and literature references can enrich these analyses, promoting a deeper and more reflective understanding (Ametller & Pintó, 2002; Little et al., 2020).
5 CONCLUSION
This work addressed Visual Literacy and Critical Environmental Education, highlighting its importance in the educational context and the relevance of Interdisciplinary Image Reading in this context. The ability to interpret visual elements is fundamental for decoding and critically analysing the visual world around us.
Photography, as a pedagogical tool, is capable of transcending linguistic and cultural barriers by transmitting simple and complex messages through images. The steps outlined by Silva and Neves (2018) provide a solid basis in relation to Interdisciplinary Image Reading using photography, in which the results obtained in this work revealed the breadth and depth of possible interpretations in Interdisciplinary Image Reading, evidencing the influence of prior knowledge, theoretical grounding and reader intention in the interpretive process.
The comparative analyses conducted by the Biological Sciences Graduates of the State University of Ponta Grossa highlight the diversity of approaches, from aesthetic and technical approaches to expanded contextualisations, such as environmental and symbolic aspects. This variety of perspectives underscores the complexity of images and the need for contextualised and critical understanding to extract deeper meanings.
Research has addressed the proposed issue-problem, and demonstrated how image reading through photography can enrich Critical Environmental Education and contribute to the formation of critical thinking about sustainability among students.
As future perspectives, it is suggested to expand research to other areas of work and educational contexts, besides the development of innovative methodologies that integrate digital technologies in pedagogical practice, potentiating the impact of photography as an educational tool.
Thus in this work it is worth highlighting the possibility of articulation between theory and pedagogical practice, highlighting photography not only as a means of visual expression, but as a powerful teaching-learning tool in the context of Critical Environmental Education.
ACKNOWLEDGEMENTS
To the Graduate Programme in Science Teaching and Mathematical Education and to the State University of Ponta Grossa. To Capes.
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