Estranhamento e particularidade na prática de leitura de imagens : mediações nas aulas de Arte em séries iniciais do ensino fundamental.

• Autor(a) principal: Camargo, Fernanda Monteiro Barreto
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2259
• topic: Childhood; Art; Reading Image; Particularity; Strangeness; Estranhamento; Particularidade; Leitura de imagem; Educação; Infância; Arte; Ensino fundamental; Imagens - Interpretação; Mediação; 37

This search covers the theme settlements in reading images in art classes for children in elementary school's original series, as well as the importance of images through art. The study was carried out in a class of the first year of school in the municipality of Serra in the State of Espírito Santo in 2009. The assumption that the images present in the school environment are co-plaintiff in student productions, and this happens from mediation between children – teacher, children – textbook, children-children, children – exposed images. Three conceptual axes are the foundations of this study: infâncias, Sociology of childhood and dialogues with Krammer, Vasconcellos, Sarmento and Lopes, "pictures-art" from studies of Barbosa, Ciavatta, Santaella and Schütz – Foerste and "parameter-mediation" having as main referrers Vygotsky, Benjamin and Lukács. Based on dialectical analysis of educational phenomena takes reference methodological qualitative approach in the review of theoretical, documentary analysis, application of questionnaires, intervention with Project Malaquias in the classroom. It was found that the images present in the school environment are ideological domination instrument which gives them an important role in pedagogical mediation, however, this power has been overlooked in all spheres of education, since the preparation of PPP to day-to-day practice room in the classroom. Therefore reaffirms the need for actions aimed at addressing the particularities of the initial series of Fundamental Education, in particular, on the understanding of infâncias are present in this space and art that are fueling the reflective and creative process.