Orientação para a construção de seqüência didática 
Autor: Ney | Publicado: 2013-04-15T16:01:00-07:00

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As imagens (desenhos,
pinturas, esculturas, gravura, objeto, instalação, fotografia, outros) cumprem um papel importante no
livro didático, fornecem informações e pistas sobre o tema abordado, favorecendo
uma leitura compreensiva do texto. Contribuem, ainda, para despertar a
curiosidade e o interesse dos estudantes para o assunto dos capítulos,
predispondo-os para a leitura.

Nesse caso, a ilustração artística
antecipa informações do texto de forma mais lúdica, mais livre. 

Da perspectiva do ensino de História,
trabalhar com imagem é uma forma de ampliar o repertório dos estudantes na área
e de contribuir para a aprendizagem de leitura de imagens. Ao
lermos um texto, muitas vezes, não damos importância às imagens que ele
apresenta. Ao contrário do que pensamos, essas não são meramente ilustrativas,
pois trazem informações importantes acerca do assunto abordado.Em provas de
vestibular é comum que as figuras apareçam como forma de trazer dados que nem
sempre estão no texto, justamente para dificultar o trabalho do estudante,
podendo ser vistas como um “pega”, logicamente a quem não se importar em
avaliá-las.Na verdade, as leituras de imagens fazem parte de nossas vidas.
Quando olhamos um quadro tentamos imaginar o que o pintor retratou ali, nos
reportamos à época do mesmo, avaliamos suas características gerais e
individuais, sejam elas de objetos, paisagens, pessoas, animais, alimentos,
etc. Dessa forma, identificamos os elementos ali presentes, se estão vivos ou
mortos, se estão estáticos ou se movem e conseguimos até mesmo imaginar o que
as pessoas conversavam.

Exercite a &nbsp;percepção dos seus alunos trabalhando com uma
seqüência didática (Plano de Aula) que privilegie a análise de imagem na
abordagem de uma das temáticas que você se propôs a ensinar para uma de &nbsp;suas turmas.