Cartografias visuais de uma professora em trânsito: a cultura visual como disparadora para uma autobiografia docente

• Ano de defesa: 2023
• Autor(a) principal: Cassol, Marcia Silveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação; Cartografias visuais; Formação docente; Autobiografia; Education; Visual cartographies; Teacher training; Autobiography; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/31417

This research is linked to the Postgraduate Program in Education at the Federal University of Santa Maria, in the Education and Art line and to the Research Group in Art, Visual Culture and Education (Mirarte). Thus, I set out to identify the visual repertoires that I carry, crossed by experiences that constitute me as a teacher in training, from the perspective of Visual Culture. I used the autobiographical perspective as a research methodology based on Fernando Hernandez and Montserrat Rifá (2011), entwined with visual cartographies with Fernando Hernandez (2018), as a way of thinking about teaching, as well as its resonances with pedagogical practices in Basic Education. Likewise, I sought support in experiences related to the way in which continuing education has reverberated in classroom practices, revisiting memories, deconstructing certainties that were important at a given moment, but were expanded here and made it possible to establish other ways of interpretation. Furthermore, the educational perspective of visual culture as an ally contributed to realizing the power of images, their articulations in educational and teacher training contexts by bringing to light the singularity of interpretation, as it triggered reflective processes surrounding the images that I continue to collect and that somehow mode intervenes in my ways of seeing and understanding myself as a teacher in transit. To this end, the objects of analysis and discussion come from three cartographies that were developed during this research, which I name as: Visual Cartographies 01: “My saved things affect me”; Visual Cartography 02: “Inhabited territories, mapping routes”; and finally, Visual Cartographies 03: “Teaching, I investigate and I produce visually”. In the meantime, I conclude by arguing about the affective and pedagogical power of visual methodologies and visual cartography in the context of teacher training as a process of self-reflection and self-education.