O audiovisual como prática pedagógica na disciplina de arte: construindo identidades no ensino fundamental (anos finais)

Abstract

Social relationships and experiences provide subsidies for the construction of the subjects’ identity, with the school context being a fundamental place for the development of this process. In the middle of formal and informal exchanges, students need to experience collective situations that enable self-knowledge and expression. For this, those involved in the educational system and, in particular, the art-educator, must outline pedagogical practices that can positively contribute to the identity process while providing significant learning. Taking this into account, it is believed that audiovisual material can assist in the acquisition and production of knowledge, in addition to presenting itself as a potential mediation resource for the construction and legitimization of identity. To this end, questions are raised about audiovisual as an important Information and Communication Technology (ICT) within the classroom, the school context as a setting for identity exchanges and the art educator as a knowledge mediator. This work is constituted as a qualitative using bibliographic research as a method. It is expected that the audiovisual, inserted in a significant way, can favor the autonomy of students as active subjects, assisting in the processes of identity structuring and teaching / learning.