Education and contemporary practices of visuality: what it means, after all, to teach by visual culture
This paper aims to continue a discussion on the possible relationships between the fields of education and Visual Culture, suggesting a bias that systematizes a kind of epistemology of visual culture. For this, we used as argumentative axis the idea of a teaching by Visual Culture, opposing to what...
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| Main Authors: | , |
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| Format: | Book |
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Universidade Federal de Santa Catarina,
2017-12-01T00:00:00Z.
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| Summary: | This paper aims to continue a discussion on the possible relationships between the fields of education and Visual Culture, suggesting a bias that systematizes a kind of epistemology of visual culture. For this, we used as argumentative axis the idea of a teaching by Visual Culture, opposing to what would be a teaching of Visual Culture, building, from this term, three statements: the visual culture is an interdisciplinary field and therefore cannot be taught as a closed set of content; the Visual Culture can be understood as a kind of strategy to link the content of the School to the extracurricular daily lives of students; finally, a manifesto in defense of Education by Visual Culture. To support such discussions and proposals, we used theoretical perspectives from authors like Hernández (2000; 2005; 2007); Freedman (2006); Mirzoeff (2003); Eisner (2008); among others. |
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| Item Description: | 0102-5473 2175-795X 10.5007/2175-795X.2017v35n4p1196 |