We believe that photography is a powerful language of expression and development of critical thinking. With this tool in hand and with a methodology based on the pedagogical practices of Celèstin Freinet, Paulo Freire and Lev Vygotsky, our activities result in great learning through action. The foundation of photography as a pedagogical practice occurs through some strategies and activities. Are they:

Visual language: sensitize the participant’s eyes to the possibility of communicating through the image;

Technical knowledge: technical learnings of photography with practical activities;

Election of generating themes: concept developed by Paulo Freire that proposes the thematic discussion recognized by the target audience of work;

Diagnosis of the region and mapping of the community: collection of information about the universe of the community. The generating themes, together with the production of images, are brought together for the elaboration of a map of the region, in which the participants are located and feel represented;

Reflection and analysis of the material discussed / produced: the discussions of the captured images allow participants to deeply reflect on their work and their form of expression, always emphasizing their way of seeing the world;

Caption production: building a caption for the photo is just as important as the photograph itself, as one is the complement of the other. In addition to encouraging young people to reflect on their photographic intention, this strategy allows the development of another area of ​​communication: reading, writing and interpretation.

Group activities: considering the vision developed by Freinet pedagogy to adapt various activities seeking the effectiveness of the work, activities such as: Correspondence Exchange, Educational Tourism (cultural inclusion outings), Newspaper Making, Comic Stories, among others, are proposed .

Evaluation wheel: provide participants with a moment to exchange experiences in which the progress of the work can be evaluated;

“The individual is not born ready and is not a copy of the external environment. Learning takes place, above all, through social interaction. ”


“The student must be prepared to make decisions, every educational project must recognize the local culture”.


“A pleasant and active classroom, where work is the engine of pedagogy.”