Materialidades artísticas visuais como potenciais mediadoras no desenvolvimento do pensamento para a literacia da criança em fase de alfabetização

• Ano de defesa: 2021
• Autor(a) principal: Marcos, Adriana Isabel Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Arte; Cultura visual; Pensamento; Educação; Literacia; Art; Mind; Visual culture; Education; Literacy
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/63973

Observing the educational spaces reduced to a functionalism that sees art as a way to make school life as "adornment" in civic or folk school festivities and teachersisolated from the ferocity with which results are required in other competences consideredessential and in view of the results of standardized national tests and assessments, we can see that subjectivity has not always found its place in teaching practice and when this happens it is being restricted and limited with the absence of a deeper experience. However, thinking of the child as a subject in its entirety, that is, as a being who interacts and is formed in a world full of culture, knowledge, and values, but which at the same time constitutes an active and transforming subject, producer of culture and produced by her, our research proposal is an investigation centered on two moments and four chapters. An object of historical and social investigation that broadly reflects the structure that generates cultural values in the formation of the identity of the Brazilian people, the evolution of pedagogical thinking in relation to the teaching of arts and visual culture and the legislation that includes the teaching of art in the school curriculum for the past fifty years; the views and versions of child development and thought theorists and the core of the analysis intended in this work: the concepts of literacy and visual literacy, biologism and image analysis. We reflect on the mechanisms that help children in the communication and expression of their own understanding and human understanding, based on possible democratic, decolonizing, and intersectional dialogues, so that this child can nurture their cultural repertoire and develop skills that involve their sense critical and creativity, and finally, systematizing this knowledge through reading, writing and reflection on its enjoyment.Finally, reports of some visualities and experiences applied to the daily life of a class of the first year of elementary school in a municipal public school in Fortaleza/CE. It is believed that the result will enable a critical reflection on the ways or mediations for the construction of a look that develops in the subjects the imagery and imaginary capacity and the sensitivity in terms of perception of the subtleties of the world, as well as their competence in the informative sphere, cultural-historical relationships between artistic productions and reading the world.