VISUAL CULTURE IN EDUCATION VISUAL ARTS - A RESEARCH IN ELEMENTARY EDUCATION

Abstract

This text is an excerpt of a study in a private school in the city of Pelotas, Brazil, which aimed to investigate how the Visual Arts teacher worked images of contemporary visual culture in their classes, and if there was concern on the part of the teacher with the aesthetic development of the students as to the images; checking whether it also established relationships between images and studied the daily lives of students. The theoretical research is based on authors who address the importance of studying the images present in contemporary visual culture as Hernández (2000, 2007), Martins (2007, 2011) and Pillar (2009). Data were collected through classroom observations and interviews with the teacher of Visual Arts, through written records, written and photographic. In comparison with the theoretical, the data show that, despite the teacher working with images of multiple visual culture (artists and historical periods consecrated images of contemporaneity), still does not care about the necessity of acquiring knowledge through art historical context and cultural, so that students can develop their creativity and aesthetic perception, but also receive training critical to position themselves in relation to the symbols in the images worked.