O papel da cultura imagética no curso de administração: reflexões teóricas e práticas

• Ano de defesa: 2019
• Autor(a) principal: Cruz, Túlio Cícero
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Cultura imagética; Reflexões teóricas e práticas; Formação Docente
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/45063

The research aims to understand the use and reception of the use of imagery culture in Business Administration, in IES (Higher Education Institution). Specifically, it aims at, to analyze the practical one of the professor in classroom with and without the presence of the imagetic culture; to identify to the necessities pointed for professors with respect to the use and not the use of the imagetic culture in classroom, and to present the implications of the imagetic culture in practical the pedagogical professor, especially, in the interaction between pupils and professor. It is anchored in an ample bibliographical revision that more supplies subsidies a deepened analysis of the present ideology in the images; for the question of the composition, production and reading of images diverse, and related to the course in question. Analyzes the data collected through field diary and semi-structured interviews, according to qualitative research criteria, observing the conceptual categories and pre-established analytical categories for this study. He points as resulted that professors still find very imprisoned to pedagogy traditional, of way that exactly with access to the technologies that make possible the use of images, they opt to the traditional white picture, and when they innovate, use one datashow to make the same that they make in the blackboard. It concludes, thus, that the work with images in superior education can consist in a practical very very valuable experience for the pedagogical one, stimulating the learning, however, still it has much that to be questioned how much to its naturalization and the space that occupies in the formation of professors.