Diários a/r/tográficos: narrativas imagéticas em movimento

Abstract

This research related to pedagogical processes surrounding the image and aesthetic experience i the teaching of Visual Arts. It is proposed to discuss aspects related to art images, media, advertising campaigns, magazines, the Internet, etc., in short, visual images and artifacts, observing how they build, transform and determine identification processes in teacher training toward personal transformation and their formations. The conceptual approach is based on the Aesthetic Education, Art Education and Visual Culture, passing by identification processes and their possible transformations by images. The research was developed with 18 of Bachelor’s Degree in Education, in most cases, and the Architecture and Urbanism Degree of the Federal University of Pelotas / UFPel in a research opportunity during an elective discipline, called Language Arts and Communication. One of the research questions is to check the possible effects of the image in the process of group identification in question; find out how they appropriate, transform, produce images and contextualize to build meanings to their own history. A reflexion was held about the possible meetings between visuality and identification processes linked to it, researching the relationship between visual artifacts and observers. As a theoretical framework, I point out the authors Fernando Hernández (2000; 2007), Maffesoli (1996; 2000), Duarte Jr. (2000), Dias e Irwin (2013), Martins and Tourinho (2009; 2011; 2012), Marly Meira (2007), Nicolas Bourriaud (2009), John Dewey (2010) and Jorge Larrosa (2002). It is hoped that this study contributes to the understanding, clarification and reflection on the pedagogical processes in art surrounding the aesthetic experience and identification processes in teacher education, a process which allowed not only confirm the importance they have assumed for involved, but also for educators in general, for the teaching of art and life.