Alfabetização visual no ensino de arte: uma possibilidade para a educação integral

Abstract

The main objective of this research was to understand the extent to which visual literacy has been developed in the pedagogical practice of teachers of the Art discipline in Elementary School II in the state network in the municipality of Humaitá-AM. Visual literacy is important for the integral formation of the student/subject and should be encouraged from Early Childhood Education onwards. We understand that the process of visual literacy, from the early school years, contributes to the development of both the intelligence and critical thinking of the child/student. The theoretical basis was based on critical and post-critical perspectives: Dondis (2015); Bachelard (2009); Jolly (1994); Quijano (2002); Hall (1997); Freire (1989); Barbosa (2014); Behrens (2011); Saviane (2009) Libâneo (2004); between others. From reading the texts, we found that the discipline of Art and teacher training in this area in Brazil has always been marginalized by the national curriculum, which minimizes this curricular component, understood as relevant for the integral training of the individual. From reading the texts, we found that the discipline of Art and teacher training in this area in Brazil has always been marginalized by the national curriculum, which minimizes this curricular component, understood as relevant for the integral training of the individual. The methodological approach used was qualitative, the procedure used to produce the data was semi-structured interviews. To analyze the data produced, we used interpretative analysis, based on Paraíso (2012); Minayo (2002). The research had the participation of three Art teachers in Elementary School II from the state network in the municipality of Humaitá-AM and took place in three schools. The central axes and their sub-axes enabled us to identify structured discourses, which are perpetuated in Brazilian education, unstructured discourses, which demonstrate awareness of the need to work on visual literacy and discourses engaged in pedagogical practices to promote visual literacy. The results showed that old forms contribute to the devaluation of the Art curricular component in the national scenario and that traditional curricular structures still permeate current pedagogical practices and limit the development of teaching activities, making it difficult for students to learn. We verified that the work with visual literacy in Elementary School II schools in the state network in the municipality of Humaitá-AM occurs through classes and the teachers' extracurricular projects. We also found that working with visual literacy enables the development of students' comprehensive education, considering the skills developed through teaching visual literacy. These visual skills are capable of providing learning beyond what writing can offer, thus enriching human knowledge.