Conjugando temporalidades da arte e da educação no ensino de jovens e adultos

• Ano de defesa: 2025
• Autor(a) principal: Streck, Eduarda Teixeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação de jovens e adultos; Cultura visual; Cartografia visual; Autobiografia; Youth and adult education; Visual culture; Visual cartography; Autobiography; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/36738

This research was informed by the provocations of the Research Group in Art, Visual Culture, and Education — MIRARTE, within the Graduate Program in Education, in the research line Education and Arts at the Federal University of Santa Maria. The central question of the study was to understand how the series Segunda Chamada, in dialogue with the researcher’s teaching practice, contributed to examining and reflecting on the teaching of Visual Arts in Youth and Adult Education (EJA). Through autobiographical writing (Ferreira, 2017; Hernández; Rifà, 2011), combined with Arts-Based Educational Research (Hernández, 2013; Dias, 2013) and the perspective of Visual Culture (Martins; Tourinho, 2011; Nascimento, 2011), experiences and practices lived in the daily school context with EJA classes were explored, using images and visualities as critical and pedagogical devices. The visual cartographies, constructed from authorial images and the series, functioned as metaphorical triggers of meaning, highlighting the challenges and potentials of teaching Art in this context. The results indicated that working in EJA, crossed by the images of the series and the researcher’s sensitive experiences, provoked significant shifts in teaching perspectives, raising the need for initial and continuing education that acknowledged the singularities of this modality. The research reaffirmed the power of art as a device of resistance and critical reflection on the meanings of being a teacher in times of precarization and invisibilization of EJA.