Alfabetismo e cultura visual: uma abordagem multidisciplinar do ensino da linguagem visual na EPT

Abstract

With the development of digital graphic reproduction technologies, visual language has become a form of communication widely present in urban spaces. From then on, cities became the “natural” place for images. In turn, the image is an instrument of intercession between the subject and the world, essential in the formation of awareness about reality. Therefore, it is essential to know and interpret it so that each person can form their own convictions. However, to fully understand the image, it is necessary to master the codes and syntactic components of visual language, as is equally necessary to know the concepts and methodologies of Visual Culture so that its layers of meanings become evident. The theme of visual language was related to visual arts by the National Curricular Parameters (PCN) of 1999, with the inclusion of the arts discipline in the area of Language studies, however, in high school, this area of knowledge has a history of devaluation and pedagogical ambiguities that is reflected in the curricula, positioning it as an isolated subject, with the lowest workload. Considering that the general objective of the research is to analyze the space for the insertion of the educational practice of Visual Literacy combined with Visual Culture, in the Visual Arts discipline of High School Professional and Technological Education (EPT), the question is: what are the real spaces of the educational practice of Visual Literacy combined with Visual Culture, in the Visual Arts discipline of High School Professional and Technological Education? The research focuses on this issue, with the exploratory analysis of bibliographical sources from structuralist and post-structuralist authors concerning the themes of Literacy, Language, Visual Culture and the history of teaching visual arts in Brazil, contemplating the studies of Noam Chomsky, Karl Marx, Pierre Bordieu, Cloud Levi Straus, Donis A. Dondis, Rudolf Arnheim, Nicholas Mirzoeff, Fernando Hernandez, Arnold Hauser, Ana Mae Barbosa, Ferraz and Fusari, Fayga Ostrower, Demerval Saviani, among others. To achieve the specific objectives, the research analyzed the Integrated High School Pedagogical Projects (EPT); analyzed a sample of textbooks from the latest National Textbook Plans (PNLD); and administered a questionnaire to visual arts teachers on IFCE campuses. At this point, the research presents a proposal for a Didactic Unit Program (PUD) that encompasses the practice of visual literacy combined with visual culture. The Educational Product of this project is the course “Visual Literacy and Visual Culture: an approach to teaching Visual Language”, aimed at high school visual arts teachers. The present research methodologically followed a qualitative approach of an exploratory-descriptive nature. The proposal to include the topic of Visual Literacy in the agenda of high school visual arts teachers at EPT not only envisages the enrichment of their lectures, but also addresses the contemporary need for visual emancipation of individuals.