Doutorado em Comunicação (FIC)

URI Permanente para esta coleção

http://200.137.215.59/tede/handle/tede/9161

Navegar

Navegando Doutorado em Comunicação (FIC) por Por Orientador "Fernandes, Ana Rita Vidica"

Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    A mobgrafia no ensino da fotografia: experiências no curso de Comunicação Social
    (Universidade Federal de Goiás, 2024-12-19) Vianna, Karine do Prado Ferreira Gomes; Fernandes, Ana Rita Vidica; http://lattes.cnpq.br/9011537191118959; Fernandes, Ana Rita Vidica; Satler, Lara Lima; Oliveira, Rodrigo Cássio; Borges, Déborah Rodrigues; Barros, Laan Mendes de
    Photography and its expansion in an interconnected world open up new and vast possibilities, where the mobile phone emerges in a networked society not merely as a technological tool but as a catalyst for transformations in our relationship with images. In this hypermediated and hyperconnected context, it becomes essential to rethink photography education and practice. This doctoral research aims to deepen the study of mobgraphy — photography done with mobile devices — and propose its use as a relational aesthetic experience in the classroom, particularly within Communication courses. Starting with a historical and evolutionary analysis of photography and its teaching, from its origins to contemporary uses of mobgraphy, this research underscores the importance of adapting photography education to the context of current mobile technologies. For this purpose, we adopted a comprehensive methodology, including bibliographic research, in-depth interviews with photography instructors from various institutions in Goiânia, and a field study with an experimental class focused on mobgraphy practice. Thus, the course “Thematic Seminar in Advertising: Mobgraphy” was conducted over a semester, generating experiential knowledge and consolidating reflections that shape this thesis. Additionally, previous experiences, such as the creation of the “Mobile Device Photography” Free Elective in 2020, are also reported. This research draws upon the author's experience as a photography educator, interviews with faculty, and students' testimonials, demonstrating the value of mobgraphy as an aesthetic practice in the classroom. It enhances students' artistic sensibility, critical thinking, and autonomy, with impacts on both academic and social-civic formation. Anchored in a liberating, decolonial, and emancipatory educational perspective, the experience provided by mobgraphy reaffirms its power as an educational practice. With the experiences and findings reported, it is hoped that photography education may evolve, incorporating mobgraphy as a new and enriching pedagogical dimension.