Leitura estética: a relação entre leitura de imagem e o desenvolvimento estético no ensino de artes visuais
Data
2022-03
Autores
Orientador
Hattge, Morgana Domênica
Banca
Schwertner, Suzana Feldens
Munhoz, Angélica Vier
Guedes, Betina Silva
Título do periódico
ISSN
Título do Volume
Editor
Resumo
As atividades de leitura de imagens, no ensino das Artes Visuais, têm proporcionado o desenvolvimento estético por meio de experiências sensíveis. Deste modo, a presente dissertação tem como objetivo investigar a construção do pensamento estético dos alunos ingressantes nos cursos técnicos, integrados ao ensino médio do Instituto Federal do Piauí – IFPI, Campus Uruçuí. Para tanto, procurou-se nos últimos anos produções científicas que abordavam em seus estudos a relação entre leitura de imagem e desenvolvimento estético no ensino das Artes Visuais. Dentre as muitas referências utilizadas, Barbosa (1994, 1998, 2003, 2012), Duarte Junior (2000), Francez (2019) e Rossi (2009) foram os autores que mais contribuíram com a fundamentação teórica de temas como a importância da imagem e sua relação com o ensino de Arte, a leitura de imagem e o desenvolvimento estético e a educação estética. Fazendo uso da abordagem Qualitativa e do Estudo de Campo como procedimento de investigação, seus dados foram produzidos e coletados durante a realização de seis atividades de leitura de imagens, que ocorreram de forma remota como medida de prevenção contra a COVID-19, e que contaram com a participação de dez estudantes. Com relação ao procedimento de análise dos dados, aplicou-se a Análise de Conteúdo (BARDIN, 2016), analisando os tipos de relações que os participantes estabelecem ao interpretar e julgar imagens. Dentre os resultados, identificou-se que a construção do pensamento estético se dá por meio das relações que são estabelecidas entre os sujeitos e as imagens interpretadas e que estas relações não seguem uma ordem crescente de complexidade, como sugerem alguns teóricos desenvolvimentistas. Além destas relações, outros dois modos de interpretar imagens também foram observados nas falas dos participantes: a Construção Coletiva do Pensamento Estético e a Ativação de Memórias. Ainda, ficou evidente que as experiências com as Artes Visuais, vivenciadas durante o ensino fundamental, contribuíram para a construção do pensamento estético dos participantes. Por fim, percebeu-se que as imagens, independente de sua intencionalidade criadora, são textos cujas interpretações estão abertas a múltiplas atribuições de sentidos e que as suas leituras podem tornam o ser humano mais sensível.
The activities of image reading, in the teaching of Visual Arts, have provided aesthetic development through sensitive experiences. Thus, the present dissertation aims to investigate the construction of the aesthetic thinking of freshmen students in the technical courses integrated to high school of the Federal Institute of Piauí - IFPI, Campus Uruçuí. To this end, scientific productions were sought in recent years that addressed in their studies the relationship between image reading and aesthetic development in the teaching of Visual Arts. Among the many references used, Barbosa (1994, 1998, 2003, 2012), Duarte Junior (2000), Francez (2019) and Rossi (2009) were the authors who most contributed to the theoretical foundation of topics such as the importance of image and its relationship with the teaching of Art, image reading and aesthetic development and aesthetic education. Using the Qualitative approach and the Field Study as an investigation procedure, its data were produced and collected during six image reading activities, which took place remotely as a preventive measure against COVID-19, and which had the participation of ten students. Regarding the data analysis procedure, Content Analysis was applied (BARDIN, 2016), analyzing the types of relationships that participants establish when interpreting and judging images. Among the results, it was identified that the construction of aesthetic thinking takes place through the relationships that are established between the subjects and the images interpreted and that these relationships do not follow an increasing order of complexity, as suggested by some developmental theorists. In addition to these relationships, two other ways of interpreting images were also observed in the participants' statements: the Collective Construction of Aesthetic Thought and the Activation of Memories. Alsoit was evident that the lived experiences during elementary school with the Visual Arts, contributed to the construction of the aesthetic thinking of the participants. Finally, it was noticed that the images, regardless of their creative intention, are texts whose interpretations are open to multiple attributions of meanings and that their readings can make the human being more sensitive.
The activities of image reading, in the teaching of Visual Arts, have provided aesthetic development through sensitive experiences. Thus, the present dissertation aims to investigate the construction of the aesthetic thinking of freshmen students in the technical courses integrated to high school of the Federal Institute of Piauí - IFPI, Campus Uruçuí. To this end, scientific productions were sought in recent years that addressed in their studies the relationship between image reading and aesthetic development in the teaching of Visual Arts. Among the many references used, Barbosa (1994, 1998, 2003, 2012), Duarte Junior (2000), Francez (2019) and Rossi (2009) were the authors who most contributed to the theoretical foundation of topics such as the importance of image and its relationship with the teaching of Art, image reading and aesthetic development and aesthetic education. Using the Qualitative approach and the Field Study as an investigation procedure, its data were produced and collected during six image reading activities, which took place remotely as a preventive measure against COVID-19, and which had the participation of ten students. Regarding the data analysis procedure, Content Analysis was applied (BARDIN, 2016), analyzing the types of relationships that participants establish when interpreting and judging images. Among the results, it was identified that the construction of aesthetic thinking takes place through the relationships that are established between the subjects and the images interpreted and that these relationships do not follow an increasing order of complexity, as suggested by some developmental theorists. In addition to these relationships, two other ways of interpreting images were also observed in the participants' statements: the Collective Construction of Aesthetic Thought and the Activation of Memories. Alsoit was evident that the lived experiences during elementary school with the Visual Arts, contributed to the construction of the aesthetic thinking of the participants. Finally, it was noticed that the images, regardless of their creative intention, are texts whose interpretations are open to multiple attributions of meanings and that their readings can make the human being more sensitive.
Descrição
Palavras-chave
Leitura estética; Desenvolvimento estético; Ensino de Artes Visuais; Aesthetic reading; Aesthetic development; Visual Arts teaching
Citação
PAZ, Cícero Fernando De Moura. Leitura estética: a relação entre leitura de imagem e o desenvolvimento estético no ensino de artes visuais. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 24 mar. 2022. Disponível em: http://hdl.handle.net/10737/3405.