Leitura de imagem fotográfica na escola e (re)construção do conceito de família

Abstract

The objective of this research is to investigate, through the planning of an intervention proposal, how photography can contribute to the teaching and learning in reading of students in the fifth grade of Elementary School, in a perspective of analyzing family history and its daily life. The chosen theme is related to the need for students in recognizing themselves as part of the community and of the families in which they are inserted, understanding the ways in which families are formed and transformed. This work is directly related to the area of applied linguistics, understood by Pennycook (2006) as a dynamic study about language issues in different contexts. In this work, we adopted the concept of interactional (dialogic) reading, which focuses on the author-text-reader interaction. According to Koch and Elias (2008), the construction of the subjects, in such conception, occurs from their interaction with the text, since the subjects, dialogically, “construct themselves and are constructed in the text” (KOCH; ELIAS, 2008, p. 10). In order to achieve the objective proposed for this research, this work is theoretically based on Kossoy (2014, 2016, 2018), who presents the possibility of reading the photographic image from iconographic analysis and iconological interpretation. We also base ourselves on Santaella (2015), who justifies the search for the expansion of what is conceived by reading and presents the image as a possibility of reading. Dondis (2015) also bases the research by presenting a visual language syntax, which explains a visual literacy based on strategies relevant to this reading. In addition, we substantiate this work on Ariès (1981), among others, regarding family transformations over time. The methodology presents the discussion about data generated in the implementation of a pilot project and, from there, proposes an intervention organized in two continuous activities and four blocks of activities, which were discussed about their specificities and the motivations for its planning. The relationship between the activities and the theoretical assumptions defended was also discussed in this work and the possibilities for the implementation in different educational contexts were presented. Finally, in general terms, the research proposes the systematization of the photographic image reading as an instrument for (re)constructing the concept of family.