Ensino de geografia e realidade aumentada: ação didática com o uso do aplicativo LandscapAR

Abstract

Technological advances have transformed the way people communicate and behave in the Information Society. In the school environment, the relations of teaching and learning have changed, the current generation of students has different ways of being, acting and thinking than previous generations. Therefore, the traditional teaching model finds it difficult to access and promote meaningful learning for students, who from an early age are under the influence of cyberculture. In this sense, there is a need to adopt new pedagogical conducts, which consider the current technological context and recognize the new educational demands created by the diffusion of digital technologies and cyberculture, in order to provide active, creative, interactive, collaborative, and meaningful learning. Digital technologies.From this context, the case study proposes a didactic-pedagogical action, conceptual appropriation activity, in a digital technological approach, describes and makes observations about the participation of its target audience (first year high school students). The teaching-learning situation seeks to promote the teaching of geography through the use of LandscapAR augmented reality application, Whatsapp social software, smartphones and the web. The proposal brings a literature review, presents the methodology, indicates the materials used, themes and concepts of the Geography discipline to be explored in LandscapAR, as well as makes observations about the application of the proposal. The study organization considers ubiquitous information, provides learning in different spaces and times, beyond the physical boundaries of the classroom, adopts hybrid space and makes use of locative media and the web. It enables the exercise of media literacy in the expectation of developing digital wisdom, by helping students learn to learn and produce in digital language. The LandscapAR application allows the student to overcome the difficulties of abstraction and imagination of relief shapes, found by reading the contours in a simple cartogram. The app recognizes these altimetric lines through the smartphone’s camera and generates three-dimensional images that are projected into the physical environment of the classroom.