During the fall of 2015, Sweden had the biggest incoming refugee wave since 19921, where more than 80 0002 people searched refuge in Sweden, unfortunately it will not be the last. Using 2015 as a case study, I explore the question: Can visual language facilitate entry into Swedish society for preliterate? Preliterate tends to be set aside in many situations like in 2015. There have been several debates and claims on improving the happenings of 2015, but how come that no one has taken preliterate into consideration? How can we in modern society adjust to this quite huge new group of people? How can we make the entry in to society more ef cient, and how can we provide important information for preliterate – is visual language the answer? To answer these questions, I have collaborated with Merit utbildning Malmö AB (Merit AB), a company that through various assignments like SFI (Swedish for immigrants) and Stöd och matchning (Vocational support, skills and employment matching services), helps newly arrived to nd their place in Swedish society. They allowed me to conduct several workshops with their students, this to ensure that the end result would be by the target group and for the target group. The workshops were primarily based on metadesign methods like 5 levels of storytelling and Designing miracles. After conducting several workshops with both research groups (focus group and reference group), the experience taught me to trust in the process and take a step back as a designer, and let the participants, design the result. The process concluded in an app called Welcome to Sweden, whose content is re ected at Malmö Central Station. While designing the app, the methods to reach out to preliterate were taken in to account. The information is provided in visual language as well as audio, and translated into the most common languages of those who came to Sweden 2015. The app is not the whole solution to the problematics, but my studies show that it would work better for many more in the target group and, in particular, information provided in this way would be more appropriate for the target group preliterate.

Made available in DSpace on 2016-04-27T14:31:41Z (GMT). No. of bitstreams: 1 Maria Aparecida de Oliveira Brandao.pdf: 3678101 bytes, checksum: c83752f4be181a47bd7191813f2dd49b (MD5) Previous issue date: 2016-02-25 / Secretaria da Educação do Estado de São Paulo / This research arose from the realization that we are living in this new century a proliferation, an image bombing, whose consequence is the gradual lost of subjectivity and the appearance of a new form of illiteracy, visual illiteracy, making necessary therefore, to reflect and to question the difficulties of their readings and the formation of their readers. Thus, the objective of this research is to diagnose the origin of difficulties in reading and the students critical image of the 9th grade of elementary education at a public school of Mauá, SP. Among the many forms of images, the clipping chosen and presented was the picture (photographed and created in digital environments). Then, the methodology used had qualitative approach, comprising between its instruments: the bibliography research, in which report the authors that contribute to the discussion on the particularities of the reading of images, visual literacy, perception of the codes of images reading, the contemporary characteristics of the new photographic images and Curriculum; documentary research, consisting of selecting a set of photographs and texts, of their readings made by students, and depth with a focus group. Based on the analysis of data token by the collection tools, showed that the over-exposed students to the multitude of new photographic images has low capacity of reading of essential elements, which is reinforced by the absence of treatment in curricular activities, showing that these difficulties are not only consequences of the low working in the art area, but the absence of a collective task, interdisciplinary, continuous and even social / A presente pesquisa surgiu da constatação de que estamos vivendo neste início de século uma proliferação, um bombardeamento de imagens, cuja consequência é a perda gradual da subjetividade e o aparecimento de uma nova modalidade de analfabetismo, o analfabetismo visual, fazendo-se necessário, por isso, refletir e questionar as dificuldades de suas leituras e da formação de seus leitores. Sendo assim, o objetivo desta pesquisa é diagnosticar a origem das dificuldades de leitura e da crítica de imagens de alunos do 9º ano do ensino fundamental de uma escola da rede pública estadual de ensino de Mauá, S.P. Dentre as muitas formas de imagens, o recorte escolhido e apresentado foi a fotografia (fotografadas e criadas em ambientes digitais). Para tanto a metodologia utilizada teve enfoque qualitativo, compreendendo entre seus instrumentos: a pesquisa bibliográfica, na qual se apresentam os autores que colaboram para a discussão sobre as particularidades da leitura de imagens, da alfabetização visual, da percepção dos códigos da sua leitura, das características contemporâneas das novas imagens fotográficas e do Currículo; a pesquisa documental, consistente na seleção de um conjunto de fotografias e de textos de suas leituras feitas pelos alunos, e aprofundada com um Grupo Focal. Com base nas análises dos dados recolhidos pelos instrumentos de coleta, evidenciou-se que o aluno exposto exageradamente à multidão de novas imagens fotográficas apresenta baixa capacidade de leitura de seus elementos essenciais, o que é reforçado pela ausência de tratamento nas atividades curriculares, mostrando que essas dificuldades não são consequências apenas do baixo trabalho na área de arte, mas da falta de uma tarefa coletiva, interdisciplinar, contínua e mesmo social