Peter Burke

The photograph is considered a fake when it uncovers that it deceives sees who it how much to the scene that it affirms to represent. This disfigurement can occur at distinct moments, before the register the image, at the moment of the register, and after the image to be been registered. In recent years, they have fond of the public knowledge diverse cases where the images had been of some form modified the power that an image possesss, in many cases pass unobserved for us. The English historian Peter Burke, in its book ' ' Ocular&#039 witness; ' , sample that the image is a rich source to investigate the events. However the author makes an alert exception and for as the historical facts and its personages had constructed these documentations, looking for to stand out the aspects that not necessarily were the real facts. Exemplificando Burke shows as consecrated painters of the history of the art as Ticiano, that modifies the appearance of definitive king, Pope or prince in the intention of disfarar possible deformities of that they had ordered the picture. In such a way the image had contributed to create one another image of the Real. In the perspective of Burke, we would have to come back to see the images, since before the use writing as form of communication for all, this age the only way to spread out ideas and laws.

The current society is worried in producing images and not in reading them and discovering what its symbolic statements are affirming. Therefore, the authors most of the time say of the dependence of the society contemporary in relation to the images, that are used the all time, being essential in the daily one of the people consumes that them, without if worrying in reflecting of critical form to understand them. He is interesting to notice that the images important when are well used to better know the history and the reality of the present time.

Photographic Evidences

While we wait the elaboration of a critical systematics of the photographic and kinematic evidences, valley the penalty to remember five points, not only to the historians, but to any attemped person to see in photographs necessary registers of the past. It would like to detach, still, that Eduardo France Paiva, affirms that the iconography all brings inlaid the choices of the producer and the context in which it was conceived, but that it constitutes a quantity of possibilities and therefore has that to be explored with very well-taken care of. The image is not depleted in same itself. That is, it has always not to be apprehended beyond what it is, in it, to be given to read or to see. For the researcher of the image it is necessary to go beyond the explicit dimension most visible or of it. It has, as already it said before, gaps, silence and codes that they need to be deciphered, to be identified and to be understood. (PAIVA, 2004, p.19) One becomes necessary to affirm, that the cases are not rare where the photographs are taken as truth, therefore would be portraying faithful a time.

The historians do not have to leave themselves to lead for this trap. In accordance with the author, is important to remember that, the more colorful, most traced, more supposedly next to the reality, more dangerous the image if becomes. The iconographic document if presents as I break up of the Real, full of explicit or occult, voluntary or involuntary intentions of its producers. It fits to the researcher to interpret the directions that the social actors had wanted to attribute its acts. History if dislocates from the fact for versions on the fact. Also, when chores a posteriori, the images are reconstructed. To each time, they apply it the reading values of the gift, making with that it can mean a thing different.

Togni Learning

However, we must to have care with the disponibilizadas information, therefore we need to evaluate them, propitiating that we and the educandos let us analyze the information of critical and active form, making with that we let us not become and so little mentally ill people create themselves. It is from new technologies in the educative process that appear virtual objects of learning as instruments auxiliary in discipline of History of Brazil in its process of education and learning. We will start for appraising what he comes to be a virtual object of learning, where in accordance with Antonio Jnior are: digital resources, that can be used, reused if combined with other objects to form an environment of rich and flexible learning. Its use can reduce the development time, to diminish the necessity of instructors specialists, as well as, the costs associates as development based on web. These objects of learning can be used as resources simple or combined to form a unit of bigger instruction. They can also used in one be determined context and later being reused in similar contexts. ….

(2005, p.3) the virtual objects of learning in accordance with this conceptualization can be elaborated in vary platforms, where in our schools we find power point as one of the main forms produced for professors in the direction of dinamizar and producing quarrels in classroom. Where speaking Luciano Figueiredo of the relation of the historian/professor of salient History the following one concerning the new technologies: The utility of these products in education is undisputed, not only as instrument of representation that assists in the learning of contents programmarians, but as also estimulador of the research (particularly between students of 1 and 2 degrees) that they will allow the one confection hipertexto. (1997, P. 616) Moreover, for the virtual object construction of learning we have that to detach some questions for its elaboration, where Togni informs in them on the following one: When initiating a project of learning object construction, is necessary first to organize itself taking in consideration some peculiarities, namely: ) For who if it destines (education level, series); b) That content will be studied through it; c) Where it will be used (it will be for long-distance lessons or actual lessons in Laboratories of computer science, or same in classroom); d) What one intends that the pupil learns or systemize through its use (objective).

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