O ensino da arte na atualidade mediado pela imagem fotográfica propulsora reflexiva
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Data
2020-03-04
Autores
Bordim, Lilian Lindquist
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa apresenta um estudo sobre o ensino da arte através da imagem e suas proposições reflexivas referentes à sua produção e repercussão no contexto educacional e cultural. A partir de um estudo sobre a fotografia, como meio provocador crítico-sensível, ressalta-se a importância da compreensão de abordagens metodológicas que são propulsoras de reflexões, no processo ensino-aprendizagem das artes visuais. Também problematiza a questão de como o ensino, mediado pela imagem, pode gerar processos e produtos capazes de provocar a transformação do pensamento sobre a realidade tecnológica em que vivemos. Tem como objetivo evidenciar a relevância de um ensino de arte mediado pela imagem tecnológica tornando consciente os processos de acesso e produção midiática na sociedade contemporânea, promovendo a mediação tecnológica crítica a partir de um aprofundamento do conhecimento sobre as relações de produção artística mediado pela tecnologia. A metodologia desenvolvida foi o levantamento bibliográfico sobre os temas interdisciplinares, além da pesquisa participante e pesquisa-ação. Também foram utilizadas as abordagens metodológicas do Project Zero de Harvard, como o Teaching for Understanding e o Artful Thinking. A análise da coleta de dados foi realizada a partir do desenvolvimento do projeto educacional fotográfico, contendo aulas e práticas reflexivas e fotográficas, além de um questionário final, que resultou em um relato de experiência. Os principais resultados apresentados demonstram a relevância do ensino de arte mediado e potencializado pela imagem tecnológica de forma reflexiva e ampliam o pensamento sobre a importância do ensino de arte reflexivo na sociedade contemporânea.
This research is a study about Arts teaching through image and its reflective propositions regarding its production and broadcast inside cultural and educational contexts. Analysis of photography as a provocative and critical sensitive medium highlights the importance of understanding methodological approaches that might trigger reflections in visual arts teaching and learning processes. It also problematizes the issue of how teaching through image might generate processes and products able to provoke transformation of thoughts about the technological reality we live in. It aims to put into evidence the relevance of art teaching process through technological images, bringing to consciousness the processes of access to media and its production in today’s society, promoting critical technological mediation triggered by deepening knowledge about the relations between artistic production and technology. The chosen methodology was bibliographic research about interdisciplinary themes, besides participative research and action research. Harvard’s Project Zero’s methodological approaches have also been used, such as Teaching for Understanding and Artful Thinking. Data analysis was collected from the educational project based on photography development, with lessons and reflective practices and also photography, besides a final survey, which resulted in a case report. The main results achieved show the relevance of art teaching through image and improved by reflective practices about technological images, expanding thoughts about the importance of such practices in today’s society.
This research is a study about Arts teaching through image and its reflective propositions regarding its production and broadcast inside cultural and educational contexts. Analysis of photography as a provocative and critical sensitive medium highlights the importance of understanding methodological approaches that might trigger reflections in visual arts teaching and learning processes. It also problematizes the issue of how teaching through image might generate processes and products able to provoke transformation of thoughts about the technological reality we live in. It aims to put into evidence the relevance of art teaching process through technological images, bringing to consciousness the processes of access to media and its production in today’s society, promoting critical technological mediation triggered by deepening knowledge about the relations between artistic production and technology. The chosen methodology was bibliographic research about interdisciplinary themes, besides participative research and action research. Harvard’s Project Zero’s methodological approaches have also been used, such as Teaching for Understanding and Artful Thinking. Data analysis was collected from the educational project based on photography development, with lessons and reflective practices and also photography, besides a final survey, which resulted in a case report. The main results achieved show the relevance of art teaching through image and improved by reflective practices about technological images, expanding thoughts about the importance of such practices in today’s society.
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Ensino de arte, Tecnologias digitais, Imagem fotográfica, Projeto Zero, Taxonomia de Bloom, Art teaching, Digital technologies, Photographic image, Project Zero, Bloom's taxonomy