A arte como artefato pedagógico/reflexivo nos livros didáticos de sociologia

Abstract

This work has the objective of pondering about the usage of images of art as a pedagogical artifact in the Sociology Didatic Book, and also think artistic poetic as a starting point to the sociological reflection in Highschool. For so, the Sociology Books were analysed selected according to the PNLD/2015 to the 2018-2020 triennium. We have specifically analyzed the role of images of art in the construction of senses of sociological knowledge, a gateway to cultural goods dynamizing the development of citizenship. The chosen theoretical-methodological referrals to the construction of the research were developed under qualitative methodology, specially in light of the Cultural Studies and the studies of the Visual Culture. In this sense, the images will be here thought not simply as some data, but as a performatic artifact, a field of studies. (BANKS, 2009). Therefore, this strategy of associating written texts with visual images beyond its aesthetical appeal contributes to developing an identification of the students in relation to these imagetical resources, because some of theses signs make part of their sociocultural and aesthetical repertoires. In the results and discussion we have identified that, in the set of the analysed books, two works stand out in the utilization of visual culture, stablishing a dialogical relationship with the majority of the images. The books stand out in the use of visual charges, photographies and graffiti in activities and exercises as mediators of learning. In short, from the five analyzed books all of them have utilized the visual resources with pedagogical purposes, however only two managed to go further and develop, even with a lack of depth, a little of what the scholars define as visual analphabetism.