Percursos de formação e percepção estética dos sujeitos da prática pedagógica vinculada aos aspectos críticos de leitura da realidade na arte-educação de jovens e adultos

• Autor(a) principal: Bezerra, Fátima Regina Souza da Silva
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFRJ
• Texto Completo: http://hdl.handle.net/11422/15134
• topic: Educação artística; Educação de jovens e adultos; Fotografia; Percepção estética; Leitura da realidade; CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::EDUCACAO ARTISTICA

Developed around Youth and Adult Education and Photography, the present research consists in a reflection concerning the power of image and aesthetic perception as knowledge tools, favoring singular forms of attachment to critical aspects of reality reading. It aims at delving into the photographic aesthetics of students as critical perception of reality through Arts study. The usage of photographic image obtained by students’ smartphones is justified by the insertion of contemporary art in the pedagogical planning, an important subject which is not present in classroom though. The pedagogical actions were structured on an educational project which arose from a conversation in class with the subjects of the pedagogical practice. Such talk had as objective gauging previous knowledge and interest in art in students enrolled in two High School classes, in the Youth and Adult Education modality in a Public Education Integrated Center, in the city of Rio de Janeiro, where the author worked both as a researcher and teacher. The aim of the present work heightened the aesthetic perception of students through image interpretation, as a means of linking it to critical aspects of reality reading as knowledge tool, in accordance with the research objective. The formation path demanded reflection on progressive educational theories connected to students’ photographic production, enabling the rising of new didactical methods questioning traditional ones, in order to contribute to the action-reflection-action of the pedagogical practice subjects: faculty and learners. Walter Benjamin is the basis to photographic thought; Ana Mae Barbosa, to Art Education; Demerval Saviani, to a progressive conception of education; and Vigotski, to aesthetic education.