As múltiplas linguagens das narrativas digitais no ensino da arte

Abstract

The research aims to analyze how the different languages worked in the digital narratives can help the pedagogical practices and facilitate the learning process for the student. In this way, the project conciliates the teaching of art reflected in the use of these Information and Communication Technologies (ICTs) as a process of (re) construction of art classes stagnated by the traditional model. A analysis of verbal languages (written and spoken), sound and imagery, based on the taxonomy of Nora Paul (2007), as elements that awaken the various areas of the mind and provide an autonomous, critical and reflexive learning of the students. For that, the methodology used was the bibliographical research that proposes an analysis of works done by teachers through the use of digital narratives, referring to the methodology developed by Robin (2016) and the polysemy of narratives, by Ryan (2004) and how his process added knowledge to everyday life in art classes. and how their process added knowledge to the day to day in art classes. All of this is through Joseph Campbell's conception of hypertext by Lajolo (2013); from Benjamin's (2012) experience of telling and Kearney's (2012) self-experience. In fact, it is necessary to use innovative classes that bring pleasure to the knowledge, that instigate the student to develop strategies in the resolution of certain problems, that is, to construct meaningful learning.