Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Silva, Jos?? Raimundo Gon??alves da
 |
| Orientador(a): |
Rom??o, Jos?? Eust??quio |
| Banca de defesa: |
Rom??o, Jos?? Eust??quio,
Silva, Maur??cio Pedro da,
Mafra, Jason Ferreira,
Keim, Ernesto Jacob,
Carrascoza, Jo??o Luiz Anzanello |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
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| Departamento: |
Educa????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2105
|
Resumo: |
This thesis investigates photography as a potentially pedagogical element because of its characteristics of dialogue with human subjectivity. This dialogical relationship with the image occurs from the beginning of humanity and with technological development this has intensified and bringing new problems that the educational environment does not accompany in a contextualized way with the life of the teacher. The investigation of the possibility of using the image as an alternative of an imaginary pedagogy developed under the concept of iconology developed by Erwin Panofsky. The historian of art elaborated a reading that privileged a deepening beyond the merely formal and aesthetic elements presented in the image. The concept used by Erwin Panofsky initially developed for the reading of pictorial works was redirected to photography, since this imaging mechanism is structurally fixed in a support that will enable its realization and visualization, using some compositional elements analogous to the pictorial art. The conception of historical-social analysis used by the German theorist is structured in three subsequent stages in a growing appropriation of the situations represented in the image. These three increasing stages coincide with the procedural way of the construction of conscientization elaborated by Paulo Freire as a form of an understanding of the subject in relation to the society and its subjectivity. Therefore, we seek in the category of Conscientization thought, developed by the great Brazilian educator the necessary elements of relation with the concept of iconology of Erwin Panofsky. In order to approximate and legitimize the relationship between the two concepts and direct them to a pedagogical possibility, we turn to the thought of the educator Francisco Gutierrez the educational perspective focused on the field of Total Communication, which favors an education that incorporates all the means of communication as necessary for the development of this awareness-raising process. |
