Imagens, infâncias e educação em foco: análise de produções culturais sobre, para e pelas crianças

Abstract

The objective is to analyze how images and technological resources can favor children's education process, enhancing new didactic-pedagogical possibilities capable of promoting autonomy and the valorization of their cultural productions. Four chapters have been developed that discuss this theme, problematizing educational models, understanding the alterity of children in relation to adults and proposing pedagogical practices in the field of media-education that value children's agencies. In the first chapter, Francesco Tonucci's cartoons are analyzed to discuss the child in his relations with teachers and the school environment. The selected cartoons present pedagogical practices centered on the figure of the teacher, relegating the children's authorship to a second level. The semiotic methodology used for this analysis is the qualitative research of photos, which allows to infer about the intentions of the creator of the cartoons. In the next chapter, we investigate, from an animated video, how the make-believe game and the imagination of children are constituted. Although produced by adults, this video seeks to present understandings about children's way of thinking. In order to understand the meanings in this material, the methodologies employed are Peirce's semiotics and the qualitative research of audiovisual materials, since animation is composed of a complex interlacing between verbal, non-verbal and sound resources. The third chapter analyzes the production of images/videos of children and adolescents undergoing cancer treatment hosted by an association in Vitória/ES. Existential-action research was used as an investigative method, as it requires researchers to act with sensitive listening and because the project itself deals with the transformation of the realities of those involved. In addition to the prospect of adhering to cancer treatment, the possibility of playing with photos and videos restored part of the autonomy of children and adolescents, as well as providing moments of affection among family members. The last chapter integrates and problematizes the content discussed and the experience presented in the thesis, based on a conceptual and contextual articulation of images and technologies with media-education. At the end, it presents a pedagogical proposal that discusses the use of images and technologies in the promotion of critical education for the media and for the recognition and appreciation of children's creative and authoritative actions. We conclude that the images, in their different languages and technological platforms, present a communicative power for understanding the child's life worlds, valuing their agencies and their cultural productions.