No dizer das experiências visuais de ensino, imagens, encantamentos e cotidianos: um estudo de sala de aula

• Autor(a) principal: Silveira, Victor Junger
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17076
• topic: Educação; Imagem; Cotidiano escolar; Visual; Educação para Cultura Visual; Image; School Everyday Life; Visual culture; Education for Visual Culture; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

This thesis investigates the possibilities of approximation of classroom experiences that intimately involve images and their problems. To this end, it offers descriptions, images and discussions that can dispose of an interlocutions territory and propose ways for their deepening. The research was developed together with the PIBID / Visual Arts subproject, linked to the Arts Institute of the State University of Rio de Janeiro (UERJ), in a school of the Public Education System of the Rio de Janeiro State. Accompanying the scholarship holders of the program and, at the same time, proposing workshops for students from public schools, the paths taken during the research sought to approach the particularities that constitute the visual production in classroom contexts. The work is based on contributions from the studies of Visual Culture, Education for Visual Culture and School Every Lives, in order to elaborate the images problematic in relation to the teaching experiences lived in the school. In particular, from the indications of Nilda Alves (2008a) regarding the literaturization of sciences and the inventive character of everyday studies, proceeding in the writing process what Michel de Certeau considers as a heterology of representations. In this sense, it assumes the tone of an artistic and poetic investigation incurring under different registers that have to unfold the visual experiences and, thus, to perform views and understandings to contemporary education.