O uso da imagem na prática pedagógica das educadoras de jovens e adultos na rede de ensino do município de João Pessoa/PB

• Autor(a) principal: Silva, Maria Lúcia Gomes da
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4937
• topic: Imagem; Educação de Jovens e Adultos; Prática Pedagógica; Educadoras; Image; Youngster s and Adult s Education; Pedagogical Practice; Educator; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to reflect about the image use in the pedagogical practice of educators of the youngsters and adults Education s (EJA) professional from the Municipal teaching of João Pessoa/PB, highlighting the relevance of the educator s practice while dealing with several languages and with the specificities required by EJA. In our era, there is a strong sign of multiple languages in the social environment as expression ways of the modern man: photography, drawing, painting, billboard, sculpture, cartoon and the printed picture in addition to the computer, the TV, the cinema, the DVD and other resources and images which occupy a significant position due to their power of attractiveness, entertainment and pleasure for the people, revealing social, cultural, economic and political representations of the society s groups. The images, conveyed by the mediatic culture, conceal the ideologies of capitalism consumption and production. For this reason, the mediatic culture becomes, dialectically, indispensable tool for understanding the world, the sociocultural context and the youngster s and adult s needs involved in EJA. While interpreting the world, it is necessary to interpret the content of its message. In this perspective, we tried to know how the EJA´s educators uses image in his or her pedagogical practice. Therefore, this study traced the epistemological routes of the qualitative research, using observation and the questionnaire as data collection techniques as well as analyses of school documents. The main collected data were submitted to the archaeological discourse analysis (ADA). Furthermore, the research focused on 12 municipal schools and it involved 34 participants, being 19 teachers and 15 students. Thus, we analyzed the pedagogical use of image which can contribute to school knowledge learning so that the EJA´s educator needs to promote the image pedagogy in this environment providing another meaning to the pedagogical practices, including the use of multiple languages and didactic resources necessary for the meaningful, reflective and critical learning of the youngsters and adults.