A relevância da imagem como texto produtor de sentido, único ou associado ao verbal, na constituição do livro literário infantil tem sido discutida em diferentes estudos internacionais e nacionais. Observa-se, porém, uma lacuna de pesquisas que enfoquem como a leitura da imagem na literatura infantil pode ser abordada no contexto escolar. Buscamos com essa pesquisa propor a leitura mediada do livro de imagem no Ensino Fundamental, compreendendo-a como prática de interação e sentido que auxilia no letramento visual. Assim, na primeira parte caracterizamos dois elementos deflagradores deste estudo: o livro de imagem e o Programa Nacional Biblioteca da Escola (PNBE). No segundo momento, delimitamos e problematizamos as ações implicadas na realização do estudo: ler, mediar e letrar. Na terceira parte, situamos teórica e metodologicamente o modo como compreendemos a produção e a apreensão de sentido. Para isso descrevemos conceitos da semiótica discursiva (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) que nos permitem entender como o sentido pode se constituir em relação aos objetos, aos sujeitos e às suas interações. Valendo-nos da semiótica plástica, abordamos os aspectos estruturais do texto-imagem, buscando analisar os efeitos de sentido que a linguagem visual cria no objeto. Com base no desenrolar contemporâneo da teoria semiótica, caracterizamos modos de ser e agir dos sujeitos (LANDOWSKI 2009), em interação com objetos e entre si, e como produzem sentidos, revelando comportamentos que permitem distinguir regimes de interação e sentido. O estudo se dividiu em dois momentos: 1) leitura estrutural de três livros de imagem escolhidos para o estudo; 2) duas ações distintas de leitura mediada de livros de imagem do Acervo PNBE 2010, envolvendo três professoras da rede pública estadual do Rio Grande do Sul e alunos da escola onde elas atuavam. A primeira ação leitora, organizou-se em três encontros nos quais as professoras puderam refletir sobre a leitura do livro de imagem e exercitar o seu olhar leitor. A partir desse exercício, as professoras organizaram a segunda ação de leitura mediada, na qual propuseram uma mediação para uma das obras lidas com seu grupo de alunos do Ensino Fundamental. Essas duas prática distintas de leitura permitiramnos observar os modos de ser e agir das professoras como leitoras e como esses comportamentos estiveram refletidos ou não, recursivamente, nas propostas de mediação organizadas por elas. Todo esse percurso teórico-prático-reflexivo permitiu-nos, por fim, na quinta parte, definir alguns princípios para uma abordagem de letramento visual que tenha o livro de imagem como objeto e a leitura mediada como ação. / The relevance of image as a text able to produce meaning, by itself or associated to verbal texts, in children’s literary books has been discussed in different national and international studies. However, it is possible to notice that there is a gap of researches which concentrate on how schools can deal with reading the image in children literature. This research proposes a mediated reading of wordless books in Elementary School, understanding this practice as interactive and meaningful, as well as a valuable to visual literacy. Thus, in the first part we characterize two elements that give rise to this study: the wordless book and the School Library National Program (PNBE). In the second part, we define and problematize the actions implied in the effort of this study: read, mediate and literate. The third section contextualizes the theoretical and methodological way of understanding the production and apprehension of meaning. In order to this, we describe the concepts of discursive semiotics (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) that allow us to comprehend how meaning can be constructed in relation to objects, subjects and their interactions. Dealing with plastic semiotics, we explore the structural aspects of text-image, analyzing the effects of meaning created by visual language in the object. Based on the contemporary development of the semiotic theory, we characterize ways of being and acting from the subjects (LANDOWSKI 2009), in interaction with objects and by themselves, and how they produce meaning, revealing behaviors that enable to distinguish arrangements of interaction and meaning. The study was divided in two parts:1) the structural reading of three wordless books selected to this study; 2) two different mediated reading activities of wordless books from the PNBE Collection to 2010, involving three teachers from the public school system of Rio Grande do Sul and the students from the school where they work. The first reading practice was organized in three meetings in which the teachers could reflect about wordless book reading and exercise their look of reading. Issued from these practices, the teachers organized the second activity of mediated reading in which they developed a reading mediation with one of the wordless books with their students from Elementary School. These two distinct reading practices enabled us to observe the ways of being and acting of the teachers as readers e how these behaviors has bee reflected or not, recursively, in their propositions of mediation. All this research way, theoretical-practical-reflexive, allowed us, in the end, at the fifth part, to define a few assumptions to an approach of visual literacy that deals with wordless books as the reading object in a mediated action. / La importancia de la imagen como productora del significado, aislada o asociada a lo verbal, en la constitución del libro literario para niños se ha discutido en diferentes estudios, internacionales y nacionales. Hay, sin embargo, la falta de investigaciones que se centren en cómo la lectura de imagen en la literatura infantil puede ser abordada en el contexto escolar. Hemos intentado en esta investigación proponer la mediación de lectura del libro de dibujos en la educación primaria, entendiéndola como una práctica de interacción y sentido que ayuda en la alfabetización visual. Así, la primera parte caracteriza los dos factores desencadenantes de este estudio: el libro de imágenes y el “Programa Nacional Biblioteca da Escola” (PNBE). En un segundo momento, delimitamos e problematizamos las acciones involucradas: leer, mediar y letrar. En la tercera parte, situamos teórica y metodológicamente cómo comprendemos la producción de sentido y entendimiento. Para eso describimos conceptos de la semiótica discursiva (GREIMAS, 2004; FLOCH, 1985a, 1985b, 2001; OLIVEIRA, 1999, 2001, 2004, 2005) que nos permiten entender cómo el significado se puede constituir en relación con los objetos, los sujetos y sus interacciones. Sobre la base de la semiótica de plástica, nos dirigimos a los aspectos estructurales de la imagen-texto, analizando los efectos de sentido que el lenguaje visual crea en el objeto. Basándose en los avances de la teoría semiótica contemporánea, caracterizamos los modos de ser y de actuar de los sujetos (LANDOWSKI 2009), en interacción con los objetos o con otros sujetos, y cómo producen sentidos, revelando conductas que distinguen regímenes de interacción y sentido. El estudio se dividió en dos fases: 1) lectura estructural de tres libros de imagen elegidos para la investigación; 2) dos acciones distintas de lectura mediadas de los libros de imagen del acervo PNBE 2010, con tres maestras de una escuela pública de Río Grande do Sul y los alumnos de la escuela donde trabajaban. La primera actividad de lectura fue organizada en tres reuniones en las que las maestras podrían reflexionar sobre la lectura del libro ilustrado y el ejercicio de mirar como lectoras. A partir de este ejercicio, las maestras organizaron la segunda acción de lectura mediada, propusieron una mediación de las obras leídas con su grupo de alumnos de la escuela primaria. Estas dos prácticas distintas de lecturas nos permitieron observar las formas de ser y de actuar de los docentes como lectores y cómo estos comportamientos se reflejan o no, de forma recursiva, en la mediación organizada por ellos. Todo este recorrido prácticoteórico- reflexivo nos permitió por último, la quinta parte, definimos algunos principios para un enfoque de letramento visual que tiene el libro de imágenes como un objeto y la lectura mediada como acción.

Orientador: Eduardo Galembeck / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-25T23:21:21Z (GMT). No. of bitstreams: 1 Santos_VanessaJaquelinedaSilvaVieirados_D.pdf: 7950280 bytes, checksum: 632940983cd9313bca72bf22091d0237 (MD5) Previous issue date: 2014 / Resumo: A dificuldade de entendimento de muitos fenômenos bioquímicos está ligada, entre outros, à dificuldade de visualização dos mesmos, o que leva os interessados na área a lançarem mão de modelos visuais, principalmente no que se relaciona ao estudo do Metabolismo, representando um tema crítico de aprendizagem. O presente trabalho teve como proposta a aplicação de ferramentas de avaliação da aprendizagem para diagnosticar a Literacia Visual (LV) relacionada aos conteúdos de Vias Metabólicas e a aprendizagem de Bioquímica. A pesquisa foi realizada no Bacharelado em Bioquímica da Universidade Federal de São João Del-Rei, Divinópolis/MG. Na análise dos dados coletados visou-se estabelecer correlações entre o índice de acertos por questões e o nível/etapa de aprendizagem dos alunos no curso. Fez-se uma análise dos resultados frente à estrutura curricular, bem como procurou-se estabelecer parâmetros que justificassem possíveis padrões de erros nos itens dos Questionários aplicados. Os padrões de erros existentes foram importantes na identificação de problemas de aprendizagem, constituindo uma análise que deu suporte para uma intervenção pedagógica que teve como objetivo auxiliar a construção de um processo de Ensino e Aprendizagem simples que levasse a resultados positivos e efetivos. Os dados coletados indicaram um aumento de aprendizagem de LV e aprendizagem Bioquímica no decorrer do curso. A análise das questões forneceu informações relevantes quanto à postura dos alunos frente ao domínio de conteúdo visual indicando importantes correlações com a aprendizagem de cunho conceitual. Os dados indicaram uma necessidade de ajustes no processo didático-pedagógico, para que os problemas detectados possam ser trabalhados, pois a análise sugere que os alunos estão apresentando dificuldades em interpretar elementos visuais e conceituais sem que os professores tenham consciência do fato. Também salienta-se a importância do ajuste didático-pedagógico quanto ao discurso dos professores ao ensinarem conceitos específicos da área de Bioquímica, pois a postura e a linguagem docente quanto aos conceitos bioquímicos pode gerar obstáculos epistemológicos difíceis de serem corrigidos no processo de formação discente. Apesar dos resultados indicarem o uso acentuado de representações/simbologias Matemáticas e Químicas nas interpretações visuais discentes, verificou-se que o uso de representações diferenciadas para representar os processos químicos e bioquímicos pode ser facilmente detectado, indicando que os alunos não oferecem oposição ao uso de linguagens esquemáticas e pictóricas ao expressar seu conhecimento e, consequentemente, não oferecem oposição à aprendizagem de conteúdos usando essa linguagem, desde que as representações sejam devidamente contextualizadas. Indícios de que problemas de ordem lógico-matemática podem contribuir de forma negativa no processo de ensino e aprendizagem de LV também foram detectados. Esse dado tem implicações didático-pedagógicas de difícil solução, pois evidencia problemas educacionais com raízes mais profundas, ligadas ao ato pedagógico na Educação Básica. Avaliou-se que a intervenção pedagógica proposta teve resultados positivos. Verificou-se que os erros cometidos pelos alunos relacionaram-se a inabilidade de usar as representações de forma lógica, e não ao fato de que as representações eram inadequadas do ponto de sua simbologia. Os resultados da pesquisa sugerem que o Ensino de Bioquímica não será desenvolvido a bom termo sem o uso consciente e contextualizado da LV / Abstract: The difficulty on the understand of many biochemical phenomena are linked, among others, to the difficulty on the visualization of them. This has been leading people that have interest in this Area to use visual models, mainly on the study of the metabolism, that represent a critical theme on learning. This work presented as propose the application of learning evaluation tools to diagnose the Visual Literacy (VL) related to the contents of Metabolic Pathways and the learning of Biochemistry. The research was performed with students of the Biochemistry Undergraduate Course of Federal University of São João del Rei, Campus Centro-Oeste Dona Lindu, Divinópolis/MG. The aim in the data analysis was to stablish correlations between the number of correct answers per questions and the level of learning of the students evaluated. Results were analyzed considering information about the curricular structure and we attempt to establish parameters that justified possible patterns of errors on the items of the applied questionnaire. The patterns of errors existent were important on the identification of learning problems, constituting an analysis that supported a pedagogical intervention that aimed to help the construction of a simple Teaching and Learning Process that could to lead to effective and positive results. The collected results indicated an increase in the learning of VL and in the learning of Biochemistry along the Course. The analysis of the questions provided relevant information about the posture of the students front the content domain indicating important correlations with the conceptual learning. Data showed a need of adjustment in the didactic-pedagogical process so that the detected problems can be handled as well as the analysis suggest that the students are presenting difficulties in interpretation of visual and conceptual elements and the teachers seems not to have conscience about this. Besides, it is fundamental the didactic-pedagogical adjustment in the speech of the teachers when they teach specific biochemical concepts because the posture and the teacher language can generate epistemological obstacles hard to be corrected on the formation of the students. Despite the results indicate the accentuated use of Mathematical and Chemical representations/symbols in visual interpretation of the students it was verified that the use of differentiated representations to represent chemical and biochemical processes can be easily detected. This indicates that the learners did not have opposition to the use of schematic or pictorial languages to express its knowledge and, consequently, did not offer opposition to learn contents using these languages since the representations be contextualized. Indications that logic-mathematical problems can contribute negatively on teaching-learning process of VL also were identified. This information have didactic-pedagogical implications with difficult solution because indicate educational problems with deep origin linked to the pedagogical act in Basic Education. It was considered that the pedagogical intervention had positive results. The errors of the students it were related with its inability in the use of the representations in a logical form and not to the fact that the representations were inadequate considering the symbols used. Results obtained herein suggest that the Teaching of Biochemistry will not develop with success without the conscientious and contextualized use of VL / Doutorado / Bioquimica / Doutora em Biologia Funcional e Molecular

Syftet med denna undersökning är att ta reda på tidigare gymnasieelevernas syn på bildstudierna inom gymnasiets estetiska verksamhet, vad de anser att de har lärt sig och vilken betydelse bildstudierna har haft för dem efter gymnasiet. Detta är relevant i ett politiskt skolklimat där estetiska ämnen anses ha mindre värde än de ämnen som ger mest poäng när det gäller att konkurrera om högskoleplatser. Detta är också relevant mot bakgrund av forskning som visar att bildstudier bidrar till att vidga elevernas syn, insikt och tankeförmåga utöver bildstudier. Det empiriska materialet består av kvalitativa intervjuer med tidigare gymnasieelever som läst bild inom estetiska programmet. Intervjuerna genomfördes under hösten 2015. Analysen av intervjumaterialet visar att intervjupersonernas bildstudier lett till, förutom möjlighet till studier och/eller karriär inom kreativa och konstnärliga branscher, bland annat personlig utveckling, insikt om sig själv och sin identitet, förmåga att se fler perspektiv, större förståelse för andra och andras perspektiv, större och bredare tankeförmåga, utvecklad kommunikationsförmåga och självsäkerhet för de tidigare eleverna. / <p>Bild</p>

At the heart of present literacy, and narrative, learning paradigms are the "literate behaviours" usually associated with aspects of learning to encode and decode print. These paradigms have been criticized for placing written and verbal language in a privileged position. Furthermore, whilst an increasing number of theorists and educators are asking for the inclusion of multimodal approaches to learning narrative, current curricula, and the research that informs it, continue to be founded on "verbocentric" approaches and linear forms of narrative expression. Through the development and evaluation of a curricular approach to narrative learning for 7-8 year-olds based on the visual arts, this study aims to ascertain whether there is a need for broader conceptions of narrative as well as for complementary modes of narrative composition than those currently being used in primary schools. Documentation in the form of the children‘s painted narratives and transcripts of the children's oral accounts of their narratives was the major component of data collection. Individual and small group interviews and participant observation were supplementary sources to assist in the interpretation of the narrative paintings the children composed. The children‘s narratives were analysed using a narratological semiotic model, which divides narrative into 'discourse' and 'story' and distinguishes between the 'content' and 'form' of each of these elements.

Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.

Syftet med denna studie är att utifrån elevernas perspektiv undersöka vilken visual literacy som förväntas i ämnena bild, svenska och NO i grundskolans årskurs 4-6. Frågeställningarna fokuserar vilka visuella praktiker eleverna deltar i och vilken literacy som kommer till uttryck i dessa praktiker, hur eleverna förhåller sig och vilket stöd de erbjuds när de hanterar visuellt material. Teoretiskt utgår studien från områdena Visuell kultur och New literacy studies, men den vilar också på socialsemiotisk forskning och teorier om multimodalitet. Inom New literacy studies undersöks textpraktiker, i detta arbete är det elevernas visuella praktiker som studeras, dvs. när eleverna läser och skapar bilder i undervisningen. Metodologiskt bygger studien på visuell etnografi, där forskningsmaterialet producerats genom deltagande observation i fyra klasser på mellanstadiet. Fotografier, observationsanteckningar och utskrifter av intervjuer med fyra elevgrupper utgör underlaget för analysen. Analysen visar att eleverna deltar i flera olika visuella praktiker inom ramen för de studerade ämnena. Det handlar om att skapa bilder eller digitala presentationer, men också om att läsa texter med visuellt material eller att se streamade filmer. Dessa praktiker uppvisar både likheter och skillnader. Sammanfattningsvis får eleverna möjligheter att lära om material och tekniker, använda och kommunicera med bilder, men undervisas i mindre mån i att analysera visuella uttryck. Undersökningen görs mot bakgrund av det ökade bildflödet i samhället. Om eleverna ska bli visuellt litterata krävs att alla ämnen tar ansvar för att behandla de visuella material som används i undervisningen. För bildämnets del betyder det också att lärarna måste ta den kommunikativa inriktningen på allvar och öva eleverna inte bara i att skapa bilder, utan också i att analysera och kritiskt granska de bilduttryck de möter.

The aim of this study was to examine how teachers in Waldorf, Reggio Emilia and traditional pedagogy work with literacy in preschools in Sweden. We also wanted to see the similarities and differences between the pedagogical approaches in the work regarding literacy and what the teachers think about the age of children when they learn to read and write. To get answers to our questions, we used a qualitative method where we interviewed six preschool teachers in six different preschools in Stockholm County with the 3 different pedagogies. Our theory is connected to Vygotski´s four processes that are important for children in learning, which is the socio-cultural, the mediated, the situated and the creative. We have also used John Dewey´s theory, who also speaks of children's learning with respect to social relations and artistic processes. The result of the interviews showed that it is very individual when children begin to learn literacy and the teachers say that we should not stop them if they have the interest but it must come from the children's own initiative and be based on their own interests. The environment was also something that was important to the child's learning of literacy and that the teachers used activities where the children could use all their senses in various esthetics expressions.

I denna studie används visual studies för att undersöka hur elever i grundskolans årskurs 9 använder sig av kunskaperna de skaffat sig under bildundervisningen när de skapar bilder utanför skolan. Fem ungdomar har deltagit i enskilda semistrukturerade intervjuer, genomförda och tolkade utifrån en hermeneutisk ansats för att få en helhetsbild av deras attityder mot bildvärldarna de rör sig i. Studien visar att eleverna uppfattar bildskapandet som de ägnar sig åt i skolan som särskilt från bildskapandet de ägnar sig åt på fritiden, och att bildundervisningen reproducerar denna uppdelning. Fotografier och bilder gjorda med digitala tekniker uppfattas som mindre värt bildskapande, medans teckning och måleri räknas som “riktigt” bildarbete. Jag föreslår i min studie att vi bildlärare bryter med detta utdaterade sätt att skilja på bilder och bilder, och försöker lära ut en bredare bildskaparrepertoar där även ny teknik finns med. Att undervisa om alla typer av bilder och bildskapande är både inskrivet i skolans styrdokument, samt gynnsamt för utvecklandet av elevernas visuella litteracitet.

As the impact of pictures in everyday life and literature is increasing, so is the importance of visual literacy skills. This essay combines theories of visual literacy, pictorial metaphor, image analysis and environmentalism to analyse visual literacy in relation to how Shaun Tan’s pictures create metaphorical ideas related to the environment in Tales from Outer Suburbia. Three pictures from the picture book were analysed for this purpose. The pictures are part of the short stories named “alert but not alarmed”, “no other country”, and “grandpa’s story.” Furthermore, this essay discusses how visual literacy can support students’ English language learning. The analysis found that analysing Tan’s use of symbols and icons in combination with the emotional effect of picture elements reveal several pictorial metaphors related to the environment. The pictorial metaphors reflect humankind’s relationship to nature. This essay concludes that visual literacy skills are necessary to identify pictorial metaphors and that analysing pictures supports students’ visual literacy skills and English language learning.

Fairy tale as a space for an art reinterpretation Bc. Monika Švajková Abstract The thesis introduces authors view on the evolution of fairy tales in Europe and its transformation since 19th century in literature, visual arts and related field of knowledge. Its purpose was to create an art project that would connect cultures of Czech Republic and Finland through fairy tales and fine art. Resulting didactical tasks develop fairy tales of one country through contemporary art of the other. The tasks apply to several conceptions of teaching as the implementation took place at the primary art school, high school and lappish art gallery. The art project closes with authors art etudes that expand theme of the forest as an area for updating of fairy tales and simultaneously captures the authors view on the theme of fairy tales. The outcomes and benefits of the thesis were verification of the didactical tasks that would in contemporary art update the classic children literature in context of these two countries.