The aesthetic literacy in the youth and adult education (original) (raw)
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The aesthetic literacy in the youth and adult education
Acta Scientiarum. Education, 2018
This article is the result of a theoretical research and is part of a larger study under development in the doctorate program in Education of the State University Paulista Júlio de Mesquita Filho. It aims to understand the importance of aesthetic literacy for the development of reading and writing of young and adult students in rural education from readings and comic books productions. This study is based on Cultural-Historical theory and has as a method the Didactic-Formative Experiment. The data recording instruments used in the research are the field records of observations made in the classroom, the audio recording of interviews with the students, as well as visual records of the comic books produced by the students and classes recordings in videos. For data analysis, we will follow the perspective of Dialectical Historical Materialism. When considering reading and writing as social and cultural practices, literacy is fundamental in the educational process. In this sense, we understand that comic books are important instruments for the development of reading and writing of the young and adults of the rural education, allying text and image in the process of teaching and learning.
THE AESTHETICAL LITERACY IN THE CONSOLIDATION OF READING AND WRITING OF YOUNG AND ADULT PEASANTS 1
Revista Práxis Educacional, 2019
The main objective of this research is to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of Brazilian youth and adult rural education. This study was based on Historical-Cultural theory and had as a method the Didactic-Formative Experiment. Correcting or alleviating problems that appear in reading and writing, seeking to improve them is a way of thinking about a possibility of multi literacy, in which the aesthetic literacy configures an essential aspect, because in the research, the students started to write better after producing comics books. They improved their writing. This is beautiful, beauty: character of well-done; coherent, defined, with good form. Resumo: Esta pesquisa tem como objetivo principal investigar como se desenvolve o letramento estético a partir de signos visuais e da escrita para compreender a realidade do jovem e do adulto brasileiros da Educação do Campo. Este estudo se fundamentou na teoria Histórico-Cultural e teve como método o Experimento Didático-Formativo. Corrigir ou amenizar problemas que aparecem na leitura e na escrita, buscando melhorá-las, é uma forma de pensar numa possibilidade de multiletramentos, na qual o letramento estético configura aspecto essencial, pois na pesquisa realizada, 1 We thank the Universidade Federal do Tocantins (UFT) for supporting the development of this research, through the Announcement no. 75/2018 of Pro-Rectory de Research and Post-Graduation (PROPESQ/UFT/Brazil).
Ensino da arte e desenvolvimento da leitura visual: uso da estamparia têxtil no ensino médio
Educação e Pesquisa, 2017
The present study is based on the importance of the process of reading and analyzing artistic and textile visual works for the comprehensive development of students. Our procedures were firstly based on the conceptual framework proposed by Abigail Housen, which states that the process of reading visual languages involve basic development stages, namely narrative, constructive, classifying, interpretative, and re-creative-where the latter indicates the student has acquired and consolidated skills of conscious reading. This framework was combined with the triangular approach developed by Ana M. Barbosa in terms of the need to contextualize, make, and appraise art works. To make a deeper observation of the aestheticartistic process, we analyzed visual readings of artistic and textile prints by students and teachers of art and fashion collected in a school environment from 2014 to 2015 and guided by the basic question: "What do you see in this print?". Thus, we observed the coherence of Housen's stages of aesthetic development and the need for Barbosa's triangulation, but we highlight the need and the didactic-pedagogical importance of developing image reading in the context of visual literacy as a way to promote collective expression, discussion and reflection and as an essential process for the development of aesthetic and artistic learning, which we believe leads students' awareness of themselves, of others, and of the world-the basis for thinking autonomously. Thus it promotes the student's development as a critical subject and citizen, as indicated by new literature findings.
This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas.
Aesthetic Literacy in Young People's and Adults' Awareness From a Developmental Learning Perspective
Frontiers in Psychology, 2021
In Brazilian schools, many teachers do not organize their teaching and students' tasks and actions in a way that facilitates theoretical thinking based on the abstraction and generalization of the work content. Because many students struggle to accomplish the tasks and actions themselves, teachers guide them. Over time, the students begin to have more autonomy in executing the proposed activities, as they completed mental operations while learning. This article aims to investigate how young people's and adults' awareness of the countryside is formed based on visual elements and writing, facilitating an understanding of their reality. A didactic-formative experiment was performed based on the cultural-historical theory. The comic books produced by the participants allowed them to develop their overall thinking, moving from the abstract to the concrete. They also formed an awareness of reality, which allowed them to have greater autonomy in the production of these stories as a means of representation and transformation of reality.
2019
Esta investigación tiene como objetivo investigar cómo se desarrolla la alfabetización estética a partir de los signos visuales y la escritura para comprender la realidad de los jóvenes y adultos brasileños en la educación rural. Este estudio se basó en la teoría Histórico-Cultural y tuvo como método el Experimento Didáctico-Formativo. Corregir o mitigar los problemas que aparecen en la lectura y la escritura, buscando mejorarlos, es una forma de pensar sobre una posibilidad de aprendizaje múltiple, en el que la alfabetización estética configura un aspecto esencial, porque en la investigación, los estudiantes comenzaron a escribir mejor después de producir historias en comics Escritura mejorada. Esto es hermoso, belleza: carácter bien hecho; consistente, definido y en forma.The main objective of this research is to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of Brazilian youth and adult rural education. Th...
2013
Considering the multitude of languages and the fact that beginning literacy is a key literacy practice in children's education, we aim at identifying how images are approached in a textbook used in the first grade of elementary school and accredited by Brazil's National Textbook Program (PNLD, 2010). We also seek to discuss the extent to which the analyzed sample provides a comprehensive and critical reading of visual texts. The analysis was done based on interpretive epistemology, the sociocultural approach to literacy, and visual language syntax, which can contribute positively to the analysis of visual discourse. We concluded that the image in the sample is presented from sociocultural approaches, that the reading activities foster visual literacy, and that teachers' support plays a significant role in adopting approaches to reading and in conducting reading activities per se.
O artesão da palavra:Graciliano Ramos, literatura, educação e resistência
2010
O percurso profissional de Graciliano Ramos como literato e funcionario publico da educacao, constitui-se no objeto de investigacao desta pesquisa. O corpus documental e composto de correspondencias referentes a rede de sociabilidade que o envolveu em sua atuacao profissional; suas obras literarias memorialistas Infância (1945) registros pertinentes ao periodo de sua infância e sua relacao com os primeiros anos de instrucao; Memorias do Carcere (1953) referente ao periodo de sua trajetoria como preso politico e funcionario publico; Pequena Historia da Republica (1962) satira politica numa linguagem didatica destinada a crianca, representacao historico-literaria que analisa e interpreta o periodo entre a proclamacao da Republica (1889) e a Revolucao de 1930; uma serie de artigos e cronicas publicados em varios orgaos de imprensa, entre 1915 e 1953, e documentos oficiais. Esse estudo tem o paradigma indiciario de Carlo Ginzburg como referencia. A analise da micro-historia e tomada aqu...