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O "imaginário" visual numa escola do 1º Ciclo do Ensino Básico
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| 28.51 MB | Adobe PDF |
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Abstract(s)
Este trabalho apresenta e enuncia os quadros teóricos, estratégias e resultados da
investigação: O “imaginário” visual numa escola do 1º ciclo. A investigação qualitativa
realizada, adotou uma estratégia etnográfica com recurso a processos de análise e
interpretação do campo da antropologia visual. Pretendeu refletir, criar entendimento e
conhecimento sobre; a influência do “hiperconsumismo” e cultura visual nos processos
comunicativos e educativos contemporâneos. As questões suscitadas pela
“espetacularização” da sociedade em todas as suas dimensões de atuação dos indivíduos,
e em particular, nas relações de criação, reflexão e fruição educativas na infância definem
esta abordagem de “descrição densa”. A perspetiva de análise crítica dos processos
educativos exige que se elabore quadros de conhecimento e soluções refletidas,
democráticas e inclusivas, perante os desafios da colonização das “culturas de massas”
consumistas nas escolas para crianças da atualidade. A necessidade de atualizar o
reportório e as práticas do imaginário crítico da educação artística na infância é um dos
objetivos desta reflexão e investigação.
This work presents and enunciates the theoretical frameworks, strategies and results of the research: The visual “imaginary” in a primary school. The qualitative investigation carried out adopted an ethnographic strategy using analysis and interpretation processes from the field of visual anthropology. It intended to reflect, create understanding and knowledge about; the influence of “hyperconsumption” and visual culture on contemporary communicative and educational processes. The questions raised by the “spectacularization” of society in all its dimensions of individual action, and in particular, in the relationships of creation, reflection and educational fruition in childhood define this “thick description” approach. The perspective of critical analysis of educational processes requires the development of knowledge frameworks and reflected, democratic and inclusive solutions, faced with the challenges of consumerists “mass cultures” colonization in schools for children of today. The need to update the repertoire and practices of the critical imagination of artistic education in childhood is one of the objectives of this reflection and investigation.
This work presents and enunciates the theoretical frameworks, strategies and results of the research: The visual “imaginary” in a primary school. The qualitative investigation carried out adopted an ethnographic strategy using analysis and interpretation processes from the field of visual anthropology. It intended to reflect, create understanding and knowledge about; the influence of “hyperconsumption” and visual culture on contemporary communicative and educational processes. The questions raised by the “spectacularization” of society in all its dimensions of individual action, and in particular, in the relationships of creation, reflection and educational fruition in childhood define this “thick description” approach. The perspective of critical analysis of educational processes requires the development of knowledge frameworks and reflected, democratic and inclusive solutions, faced with the challenges of consumerists “mass cultures” colonization in schools for children of today. The need to update the repertoire and practices of the critical imagination of artistic education in childhood is one of the objectives of this reflection and investigation.
Description
Keywords
Cultura visual 1º ciclo Educação artística Espetacularização da educação