Dialogue between Disciplines and Memory Pedagogy: A Teacher Training Experience in Physics, Citizenship, and Visual Arts through Pinhole Photography

Abstract

Contemporary education demands approaches that transcend curricular fragmentation in order to address complex social and scientific issues. This article analyzes the meanings constructed in the continuing teacher training workshop “Lights and Shadows: Exploring Memory through Pinhole Photography,” a proposal based in Santa Rosa that articulated the physics of light, visual arts, and the pedagogy of memory through the device of pinhole photography. Adopting a qualitative-interpretive approach, the perceptions of 18 participants were examined using content analysis of closing surveys. The results reveal deep conceptual learning about the behavior of light and an ethical and political re-signification of local memory sites, mediated by the slow temporality and aesthetics of the pinhole technique. Although a clear intention of didactic transfer is identified, tensions emerge linked to institutional and material obstacles that condition the sustainability of innovation in schools.
It is concluded that dialogue between disciplines (Bonil et al., 2004), understood as a flexible and pedagogically viable strategy, restores social and civic relevance to the teaching of physics, promoting a critical review of teaching practices in the face of current educational challenges.