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O álbum ilustrado e o público juvenil : entre as exigências do currículo e a promoção da literacia visual
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Advisor(s)
Abstract(s)
O volume de informação tem aumentado exponencialmente nos últimos anos, exigindo dos cidadãos competências essenciais ao seu tratamento. Esta competência é, habitualmente, sintetizada no termo literacia e refere-se, de um modo geral, à capacidade de processamento da informação através da palavra, escrita ou oral. No entanto, o século XXI afirma-se, cada vez mais, através de outras formas de representação e expressão simbólica, designadamente aquelas que decorrem do contexto comunicacional do mundo contemporâneo, fortemente marcado pela proliferação da imagem. Assim, a capacidade de interpretar, conferir sentido e comunicar com imagens tornam a literacia visual uma componente educativa que deve ser reforçada em todos os níveis de ensino e à qual não pode ser alheia a biblioteca escolar, enquanto estrutura pedagógica de promoção de competências essenciais ao exercício de uma cidadania participada e de estratégias de ensino partilhado entre os docentes.
Porém, as competências de literacia visual não podem ser treinadas em abstrato, pois a interpretação e a construção de sentidos varia de acordo com o contexto de produção e receção das imagens. Existem muitos estudos, maioritariamente orientados para a infância, que provam que as imagens presentes em álbuns ilustrados, onde o curto texto estabelece com elas uma relação de interdependência, têm a capacidade de mobilizar os alunos para a compreensão de temáticas e conceitos que, de outra forma, dificilmente seriam capazes de desconstruir.
Este trabalho apresenta um estudo de caso com alunos do 9º ano, a partir de três álbuns ilustrados sobre o Holocausto, demonstrando que este tipo de obras, com um certo grau de sofisticação, se constitui como um recurso valioso para professores e professores bibliotecários que pretendam desenvolver nos alunos o pensamento crítico e uma aproximação positiva à leitura.
The volume of information has been increasing exponentially in the past years, demanding essential competences regarding its treatment by people. This ability is commonly referred to as literacy and can be broadly understood as the capacity one has for processing information through words, either written or spoken. However, the XXI century has been expressing itself increasingly through other forms of representation and symbolic expression, namely those that arise from the contemporary communicational context, which is strongly influenced by the pervasiveness of the image. Therefore, the need to able to interpret, give meaning to and communicate through images makes visual literacy so important that visual education must be reinforced. At the same time, the school library as a pedagogic structure for promoting capabilities which are essential to the fulfillment of a participative citizenship, as well as education strategies to be shared by teachers. Visual literacy competences cannot, however, be honed in the abstract, as the interpretation and construction of meanings differ according to the context of the creation and assimilation of the images. There are many studies, mostly oriented towards childhood literacy, that demonstrate that the images on picture books, where they are complemented by short texts, allow students to apprehend concepts and themes that would otherwise be beyond their understanding. This dissertation features a case study with 9th grade students, based on three picture books pertaining the Holocaust, that shows that this genre of literature, which is actually quite sophisticated, is a valuable resource for teachers and teacher librarians who wish to develop critical thinking and a positive approach to reading on their students.
The volume of information has been increasing exponentially in the past years, demanding essential competences regarding its treatment by people. This ability is commonly referred to as literacy and can be broadly understood as the capacity one has for processing information through words, either written or spoken. However, the XXI century has been expressing itself increasingly through other forms of representation and symbolic expression, namely those that arise from the contemporary communicational context, which is strongly influenced by the pervasiveness of the image. Therefore, the need to able to interpret, give meaning to and communicate through images makes visual literacy so important that visual education must be reinforced. At the same time, the school library as a pedagogic structure for promoting capabilities which are essential to the fulfillment of a participative citizenship, as well as education strategies to be shared by teachers. Visual literacy competences cannot, however, be honed in the abstract, as the interpretation and construction of meanings differ according to the context of the creation and assimilation of the images. There are many studies, mostly oriented towards childhood literacy, that demonstrate that the images on picture books, where they are complemented by short texts, allow students to apprehend concepts and themes that would otherwise be beyond their understanding. This dissertation features a case study with 9th grade students, based on three picture books pertaining the Holocaust, that shows that this genre of literature, which is actually quite sophisticated, is a valuable resource for teachers and teacher librarians who wish to develop critical thinking and a positive approach to reading on their students.
Description
Dissertação de Mestrado em Gestão da Informação e Bibliotecas Escolares apresentada à Universidade Aberta
Keywords
Literacia Ilustrações Estampas Perceção visual Jovens Bibliotecas escolares Promoção da leitura Plano curricular 9º ano Visual literacy Picture books School library Cross-cutting curriculum
Citation
Brito, Isabel Maria Cardoso de - O álbum ilustrado e o público juvenil [Em linha] : entre as exigências do currículo e a promoção da literacia visual. Lisboa : [s.n.], 2014. 201 p.