Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts

Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Maria Emilia Sardelich [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Französisch ; Portugiesisch

Erschienen:	2006

Schlagwörter:	leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture

Übergeordnetes Werk:	In: Educar em Revista - Universidade Federal do Paraná, 2007, (2006), 27, Seite 203-219
Übergeordnetes Werk:	year:2006 ; number:27 ; pages:203-219

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1590/S0104-40602006000100013

Katalog-ID:	DOAJ030821894

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spelling	10.1590/S0104-40602006000100013 doi (DE-627)DOAJ030821894 (DE-599)DOAJ9f07a2caf82d41059afdf70c374f911d DE-627 ger DE-627 rakwb eng spa fre por LB5-3640 Maria Emilia Sardelich verfasserin aut Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers. leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture Theory and practice of education In Educar em Revista Universidade Federal do Paraná, 2007 (2006), 27, Seite 203-219 (DE-627)512661677 (DE-600)2236532-1 19840411 nnns year:2006 number:27 pages:203-219 https://doi.org/10.1590/S0104-40602006000100013 kostenfrei https://doaj.org/article/9f07a2caf82d41059afdf70c374f911d kostenfrei http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602006000100013 kostenfrei https://doaj.org/toc/0104-4060 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2006 27 203-219
allfields_unstemmed	10.1590/S0104-40602006000100013 doi (DE-627)DOAJ030821894 (DE-599)DOAJ9f07a2caf82d41059afdf70c374f911d DE-627 ger DE-627 rakwb eng spa fre por LB5-3640 Maria Emilia Sardelich verfasserin aut Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers. leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture Theory and practice of education In Educar em Revista Universidade Federal do Paraná, 2007 (2006), 27, Seite 203-219 (DE-627)512661677 (DE-600)2236532-1 19840411 nnns year:2006 number:27 pages:203-219 https://doi.org/10.1590/S0104-40602006000100013 kostenfrei https://doaj.org/article/9f07a2caf82d41059afdf70c374f911d kostenfrei http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602006000100013 kostenfrei https://doaj.org/toc/0104-4060 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2006 27 203-219
allfieldsGer	10.1590/S0104-40602006000100013 doi (DE-627)DOAJ030821894 (DE-599)DOAJ9f07a2caf82d41059afdf70c374f911d DE-627 ger DE-627 rakwb eng spa fre por LB5-3640 Maria Emilia Sardelich verfasserin aut Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers. leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture Theory and practice of education In Educar em Revista Universidade Federal do Paraná, 2007 (2006), 27, Seite 203-219 (DE-627)512661677 (DE-600)2236532-1 19840411 nnns year:2006 number:27 pages:203-219 https://doi.org/10.1590/S0104-40602006000100013 kostenfrei https://doaj.org/article/9f07a2caf82d41059afdf70c374f911d kostenfrei http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602006000100013 kostenfrei https://doaj.org/toc/0104-4060 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2006 27 203-219
allfieldsSound	10.1590/S0104-40602006000100013 doi (DE-627)DOAJ030821894 (DE-599)DOAJ9f07a2caf82d41059afdf70c374f911d DE-627 ger DE-627 rakwb eng spa fre por LB5-3640 Maria Emilia Sardelich verfasserin aut Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts 2006 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers. leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture Theory and practice of education In Educar em Revista Universidade Federal do Paraná, 2007 (2006), 27, Seite 203-219 (DE-627)512661677 (DE-600)2236532-1 19840411 nnns year:2006 number:27 pages:203-219 https://doi.org/10.1590/S0104-40602006000100013 kostenfrei https://doaj.org/article/9f07a2caf82d41059afdf70c374f911d kostenfrei http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40602006000100013 kostenfrei https://doaj.org/toc/0104-4060 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2006 27 203-219
language	English Spanish French Portuguese
source	In Educar em Revista (2006), 27, Seite 203-219 year:2006 number:27 pages:203-219
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topic_title	LB5-3640 Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts leitura leitura de imagens artefato visual cultura visual reading image reading visual artefact visual culture
topic	misc LB5-3640 misc leitura misc leitura de imagens misc artefato visual misc cultura visual misc reading misc image reading misc visual artefact misc visual culture misc Theory and practice of education
topic_unstemmed	misc LB5-3640 misc leitura misc leitura de imagens misc artefato visual misc cultura visual misc reading misc image reading misc visual artefact misc visual culture misc Theory and practice of education
topic_browse	misc LB5-3640 misc leitura misc leitura de imagens misc artefato visual misc cultura visual misc reading misc image reading misc visual artefact misc visual culture misc Theory and practice of education
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title	Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts
ctrlnum	(DE-627)DOAJ030821894 (DE-599)DOAJ9f07a2caf82d41059afdf70c374f911d
title_full	Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts
author_sort	Maria Emilia Sardelich
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author_browse	Maria Emilia Sardelich
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author-letter	Maria Emilia Sardelich
doi_str_mv	10.1590/S0104-40602006000100013
title_sort	leitura de imagens e cultura visual: desenredando conceitos para a prática educativa image reading and critical understanding of the visual culture: unraveling concepts
callnumber	LB5-3640
title_auth	Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa Image reading and critical understanding of the visual culture: unraveling concepts
abstract	Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers.
abstractGer	Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers.
abstract_unstemmed	Quase tudo do pouco que conhecemos, em relação ao conhecimento produzido, nos chega pelos meios de informação e comunicação. Estes, por sua vez, também constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetização visual que se expressa em várias designações como: leitura de imagens e compreensão crítica da cultura visual. Freqüentes mudanças de expressões e conceitos dificultam o entendimento dessas propostas para o currículo escolar, a definição do/a professor/a responsável por tal conhecimento e o referencial teórico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teóricos da antropologia, arte, educação, história, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formação como docentes.<br<Almost everything from the little we know relating to manufactured knowledge comes to us by means of information and communication. This in turn also build images of the world. Images for pleasure, entertainment, trade, telling us what to wear, to eat, to think, how to look. In our contemporary society there is a debate about the need of a visual education that expresses itself in different denominations such as image reading and critical understanding of the visual culture. Frequent changes in expressions and concepts cause more difficulties in understanding these propositions in the national curriculum, the definition of the teachers responsible for this knowledge and the theoretical reference of it. This article intends to unravel the concepts that establish these different propositions, pointing out their similarities and differences. It contrasts theoretical references of the anthropology, art, education, history, sociology and suggests lines work in environments of learning with the intention of thinking our continued formation as teachers.
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