Interfaces entre imagens nos currículos de artes visuais

Abstract

Positioned within the post-structuralist perspective, this PhD research focuses on the reference images of elementary school students (final years) and the legitimized images of Art History that form part of the school curriculum in Visual Arts. The collaborative students in this thesis attended two public schools: one in the city of Montenegro/RS, with a 9th-grade class consisting of 15 students, along with their Art teacher; and the other school in Brochier/RS, with an 8th-grade class of 12 students, also accompanied by their Art teacher. In this context, both the reference images and those from Art History were considered and approached through the conceptual tool of cultural pedagogies. The concept of “reference images” in this study refers to a conceptual tool developed through the intersection of the “cultural pedagogies” concept from Cultural Studies in Education and the seeing and being seen from Visual Culture Studies. Based on this concept, the research is structured around the following research question: how are the connections between students’ reference images and the legitimized images of Art History and teachers’ planning formed, as pedagogical potentials and possibilities for the education of Visual Arts? The general objective of this investigation was to explore the interfaces between students’ reference images and the legitimized images in Art curriculum as pedagogical potentials for teaching and learning Visual Arts. To achieve this, a methodological design was constructed based on post-critical methodologies in education, drawing from post-structuralism, Visual Culture Studies, and Cultural Studies in Education, via a qualitative approach. The study is aligned with the action-research methodology, and for data production techniques, it was decided to explore and analyze a visual diary, participant observation, the Instagram app, photographic records, evaluation questionnaires, and reflective records from students about the class assignments. Thus, this research fits within the theoretical fields of cultural pedagogies, Cultural Studies in Education, Visual Culture Studies, and contemporary curricular studies, together with other theoretical contributions from various fields of study. The results indicated that the interfaces between students’ reference images and the legitimized images in Art History curriculum can be carried out in different ways, such as through a generative theme, a problem question, a query, an issue, or a controversial situation. Therefore, these interfaces between images articulate and enhance pedagogical practices for teaching and learning in Visual Art, challenging traditional pedagogical practices, hegemonic processes of image interpretation established by school curriculum, disciplining policies of visualizations, historically constructed and structured visual repertoires in official curriculum, and ways of approaching and reflecting about images of contemporary Visual Culture while planning a class.