Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Sérvio , Pablo Petit Passos
 |
| Orientador(a): |
Martins, Raimundo
|
| Banca de defesa: |
Silva Filho, Raimundo Martins da,
Somma , Fernando Nelson Miranda,
Charréu, Leonardo Augusto Verde Reis,
Guimarães, Leda Maria de Barros,
Tourinho, Irene Maria Fernandez Silva |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Arte e Cultura Visual (FAV)
|
| Departamento: |
Faculdade de Artes Visuais - FAV (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5368
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Resumo: |
This thesis investigates the way visual art teachers pedagogically relate to the use of advertising images. Nine teachers in Goiania's municipal system participated as collaborators in the research. The methodological procedures used were observations, field notes and individual interviews. Based on Cultural Studies and principles of Visual Culture Education, this study adopts an epistemological approach that favors poststructuralist assumptions. It assumes that advertising images are relevant for a Visual Culture Education since they contribute to built and at the same time legitimize meanings that guide ways of perceiving, being and having dialogues with the world. The research opposes the prescription of content for the reason that it characterizes school submission to the university and indicate the need to identify and discuss the practices and aspirations that these teachers engage in their day-today teaching. Visual Culture Education highlights that today the visual arts teachers' challenge is not just work with images apart from those that are culturally considered art, but, especially, decide how to use them pedagogically. The research identifies, analyses, and discusses aspects of these teachers discourses and practices being able to produce questions for a Visual Culture Education. |
