O protagonismo das imagens em propostas pedagógicas na escola de tempo integral de Goiânia
Nenhuma Miniatura disponível
Data
2019-08-15
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
El objetivo de esta investigación fue presentar las experiencias visuales de una escuela municipal de tiempo completo de Goiânia, basado en las imágenes y artefactos utilizados en sus espacios físicos, con el propósito de destacar el modo por el cual las marcas de la cultura de los profesores son proyectadas visualmente en los espacios de las instituciones escolares. Con la perspectiva de indagar y problematizar las imágenes, suponiendo comprender sus desempeños en la escuela, el punto de partida fue la premisa de
que las imágenes y artefactos expuestos en los espacios de las instituciones escolares son importantes para la formación integral de los sujetos y también, que es de responsabilidad de los profesionales de la educación utilizar estos espacios como parte del proceso
de enseñanza/aprendizaje para la construcción de conocimiento colectivo. Por lo tanto, la producción visual de la escuela constituyó el núcleo de la investigación, resaltando así la práctica pedagógica de las profesionales de la educación que actuaban en una escuela organizada a tiempo completo. Seis profesoras pedagogas colaboraron con la investigación, todas actúan en los tres primeros años de la educación básica, etapa atendida por la escuela. La investigación se basó en la diversidad de datos construyendo así, un enfoque metodológico híbrido, el cual las imágenes compartidas en los espacios de la escuela fueron
consideradas con criticidad, prudencia y atención. En este contexto, colores e iconos dirigidos a públicos específicos, niñas o niños, estaban recurrentemente presentes en las imágenes percibidas en la escuela, evidenciando lo normalizado, reforzando patrones
estéticos y comportamientos esperados. El texto de la tesis está organizado en cuatro capítulos, todos ellos estrechamente relacionados a la educación y la cultura visual. En el primer capítulo se presenta la estructura organizativa de la red municipal de
educación de Goiânia enfatizando las concepciones de los currículos vigentes. En el segundo, las visibilidades y visualidades se relacionan entre lo que era entendido en los registros del trabajo de campo y los elementos conceptuales y visuales encontrados.
En el tercero, se destacan las experiencias de una de las profesoras colaboradoras que desarrolló actividades instigando el proceso imaginario y creativo de los alumnos. En el cuarto y último capítulo, se presenta el análisis de las entrevistas realizadas con las
profesoras colaboradoras y las observaciones documentadas en las trayectorias de los encuentros directos e indirectos con ellas. En este trabajo, no se ha defendido un punto de vista único, que pretenda elucidar de modo exhaustivo las cuestiones relativas a la
presencia de las imágenes en el ambiente escolar. Sin embargo, a partir del proceso emprendido, fue evidente que los contextos y currículos pretendidos pueden y deben ser considerados en las propuestas pedagógicas que utilicen imágenes en espacios físicos de
la escuela, con la expectativa de que el conocimiento se construye a partir de la motivación y las imágenes deben motivar la curiosidad, despertar la atención, el entendimiento y la comprensión. La tesis fue finalizada con la seguridad de que aún queda mucho por hacer en el sentido de albergar imágenes en los espacios educativos como potencia de lo que ellas son.
The purpose of this research was to present the visual experiences of a Full Time Municipal School in Goiânia based on the images and artifacts used in their physical spaces aiming to highlight the way in which the marks of the teachers' culture are projected visually in the spaces of the school institutions. In the perspective of investigating and problematizing the images to understand their performances at school, the starting point was the premise that the images and artifacts exposed in the spaces of the school institutions are important for the integral formation of the subjects, and also that it is the responsibility of education professionals to use these spaces as part of the teaching/learning process for the collective knowledge construction. In this way, the visual production of the school was the core of the research, evidencing the pedagogical practice of the education professionals who worked in a full time school. Six teacher pedagogues collaborated with the research. All of them work in the first three years of primary education, stage attended by the school. The research was based on the diversity of data, building what we call a hybrid approach, in which the images shared in the spaces of the school were considered with criticality, prudence and attention. In this context, colors and icons addressed to specific audiences, girls or boys, were recurrently present in the images perceived in the school, evidencing the normalized, reinforcing aesthetic patterns and expected behaviors. The text of the thesis is organized in four chapters, all of them are in dialogue with education and visual culture. The first chapter presents the organizational structure of the Municipal Educational System of Goiânia stressing the conceptions of the current curricula. In the second, the visibilities and visualities dialogue between what was perceived in the fieldwork records and the conceptual and visual elements that I found. Then, in the third chapter, are evidenced the experiences of one of the collaborators teachers who developed activities instigating the imagery and creative process of the students. With regard to the fourth and final chapter, I present the analyzes of the interviews carried out with the collaborators teachers and the observations seized in the trajectories of the direct and indirect meetings with them. In the work was not defended a single point of view, which seeks to elucidate exhaustively the questions concerning the presence of images in the school environment. But based on the process undertaken, it was shown that the contexts and intended curricula can and should be considered in pedagogical proposals that use images in the physical spaces of the school in the expectation that knowledge is built from motivation, and the images must motivate the curiosity, awakening attention, understanding and comprehension. The thesis was finished with the certainty that there is still much to do in the sense of harboring images in educational spaces as the power that they are.
The purpose of this research was to present the visual experiences of a Full Time Municipal School in Goiânia based on the images and artifacts used in their physical spaces aiming to highlight the way in which the marks of the teachers' culture are projected visually in the spaces of the school institutions. In the perspective of investigating and problematizing the images to understand their performances at school, the starting point was the premise that the images and artifacts exposed in the spaces of the school institutions are important for the integral formation of the subjects, and also that it is the responsibility of education professionals to use these spaces as part of the teaching/learning process for the collective knowledge construction. In this way, the visual production of the school was the core of the research, evidencing the pedagogical practice of the education professionals who worked in a full time school. Six teacher pedagogues collaborated with the research. All of them work in the first three years of primary education, stage attended by the school. The research was based on the diversity of data, building what we call a hybrid approach, in which the images shared in the spaces of the school were considered with criticality, prudence and attention. In this context, colors and icons addressed to specific audiences, girls or boys, were recurrently present in the images perceived in the school, evidencing the normalized, reinforcing aesthetic patterns and expected behaviors. The text of the thesis is organized in four chapters, all of them are in dialogue with education and visual culture. The first chapter presents the organizational structure of the Municipal Educational System of Goiânia stressing the conceptions of the current curricula. In the second, the visibilities and visualities dialogue between what was perceived in the fieldwork records and the conceptual and visual elements that I found. Then, in the third chapter, are evidenced the experiences of one of the collaborators teachers who developed activities instigating the imagery and creative process of the students. With regard to the fourth and final chapter, I present the analyzes of the interviews carried out with the collaborators teachers and the observations seized in the trajectories of the direct and indirect meetings with them. In the work was not defended a single point of view, which seeks to elucidate exhaustively the questions concerning the presence of images in the school environment. But based on the process undertaken, it was shown that the contexts and intended curricula can and should be considered in pedagogical proposals that use images in the physical spaces of the school in the expectation that knowledge is built from motivation, and the images must motivate the curiosity, awakening attention, understanding and comprehension. The thesis was finished with the certainty that there is still much to do in the sense of harboring images in educational spaces as the power that they are.
Descrição
Palavras-chave
Citação
COSTA, Adriane Camilo. O protagonismo das imagens em propostas pedagógicas na escola de tempo integral de Goiânia. 2019. 237 f. Tese (Doutorado em Arte e Cultura Visual) - Universidade Federal de Goiás, Goiânia, 2019.