Alfabetização visual desde a infância: desenvolvendo a educação do olhar e competências para produções visuais
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Data
2022-03-14
Autores
Barreira, Andreia Matos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação do indivíduo na sociedade contemporânea tem passado por inúmeras transformações e se observa a necessidade de múltiplos letramentos. A alfabetização passa pelo modo verbal de escrita e leitura, entretanto se mostra insuficiente num contexto em que a comunicação também é feita em outros modos, destacando-se o visual. Este trabalho explora os conteúdos necessários à alfabetização visual e a sua importância no contexto atual da comunicação, onde atua o designer gráfico, dentre outros profissionais. Percebe-se, porém, que ainda não há um espaço notável para esse aprendizado no sistema atual de educação. O letramento visual deve ser adquirido desde os primeiros anos da educação, abrangendo um aprendizado gradual sobre o código visual. Tendo em vista essa problemática, esta pesquisa tem o objetivo de levantar quais conhecimentos são necessários para um indivíduo se alfabetizar visualmente e como esse conteúdo está sendo trabalhado nos currículos escolares para crianças do 1º ao 3º ano do ensino fundamental da rede pública estadual paulista. Para atingir tal objetivo realizou-se uma pesquisa qualitativa de teor descritivo e exploratório, analisando o material didático do componente curricular Arte, no qual se encontra o conteúdo sobre a linguagem visual, englobando competências em Arte e Design. Foi verificado que há deficiência de informação nos materiais didáticos nos três anos, em especial no terceiro ano em que somente o elemento visual cor teve aprofundamento dentro do tema. As atividades práticas são bem exploradas, necessitando apenas uma complementação em relação ao escopo do conhecimento proposto nas diretrizes. Como resultado são indicadas diretrizes para melhorias no conteúdo sobre linguagem visual necessário nos materiais didáticos.
The formation of the individual in contemporary society has undergone countless transformations and the need for multiple literacies is evident. Literacy goes through the verbal mode of writing and reading, however that have been proven insufficient in a context in which communication is also done in other ways, mainly with the visual mode. This work explores the contents needed in visual literacy and its importance in the current context of communication, in which graphic designers work on, among other professionals. It is clear that there is not yet a remarkable space for this learning in the current education system. As many quoted authors here say, visual literacy must be introduced in the early years of education for a gradual learning about the visual code. In view of this problem, the research aims to raise what knowledge is necessary for an individual to become visually literate and how this content is being handled in the school curricula for children from the 1st to the 3rd year of elementary school in São Paulo state public system. To achieve this goal, a qualitative research with a descriptive and exploratory content was carried out, with a case study, analyzing the didactic material of the curricular component Art, in which the content on the visual language encompassing skills in Art and Design is found. In this analysis, the gaps in the material on the theme are pointed out, based on the theoretical framework studied here. It was noticed that there is a lack of information in the teaching materials in the three years, especially in the third grade, in which only the visual element color had a deeper understanding of the subject. Practical activities are well explored, requiring only a complementation in relation to the scope of knowledge proposed in the guidelines. Guidelines are indicated for improvements in the content on visual language, very important in teaching materials
The formation of the individual in contemporary society has undergone countless transformations and the need for multiple literacies is evident. Literacy goes through the verbal mode of writing and reading, however that have been proven insufficient in a context in which communication is also done in other ways, mainly with the visual mode. This work explores the contents needed in visual literacy and its importance in the current context of communication, in which graphic designers work on, among other professionals. It is clear that there is not yet a remarkable space for this learning in the current education system. As many quoted authors here say, visual literacy must be introduced in the early years of education for a gradual learning about the visual code. In view of this problem, the research aims to raise what knowledge is necessary for an individual to become visually literate and how this content is being handled in the school curricula for children from the 1st to the 3rd year of elementary school in São Paulo state public system. To achieve this goal, a qualitative research with a descriptive and exploratory content was carried out, with a case study, analyzing the didactic material of the curricular component Art, in which the content on the visual language encompassing skills in Art and Design is found. In this analysis, the gaps in the material on the theme are pointed out, based on the theoretical framework studied here. It was noticed that there is a lack of information in the teaching materials in the three years, especially in the third grade, in which only the visual element color had a deeper understanding of the subject. Practical activities are well explored, requiring only a complementation in relation to the scope of knowledge proposed in the guidelines. Guidelines are indicated for improvements in the content on visual language, very important in teaching materials
Descrição
Palavras-chave
Design, Alfabetização visual, Educação visual, Educação básica, Design da informação, Linguagem visual, Information design, Visual language, Visual literacy, Visual education, Basic education