Imagens visuais e visão do mundo em um espaço millennial autorreflexivo: Arte Educação como Catalisador

Autores

  • Vesta Daniel UFRGS - Universidade Federal do Rio Grande do Sul - Porto Alegre - RS, Brasil
  • Tanisha Jackson Ohio State University — OSU, Ohio

DOI:

https://doi.org/10.22456/2357-9854.89342

Palavras-chave:

Teoria de Aprendizagem Transformativa. Arte-Educação. Millennials. Tecnologia Digital. Narrativas.

Resumo

Este artigo discute como o acesso dos alunos da geração milenial e pós-milenial à tecnologia e às redes sociais pode impactar grandemente suas interpretações de fenômenos sociais. Quando os alunos são expostos a um dilema desorientador nas redes sociais, por exemplo, reflexão crítica e ação são necessárias. Este artigo postula que a teoria de aprendizagem transformadora de Mezirow (1991), somada a exemplos de currículos de arte-educadores que envolvem alunos com a mídia digital, oferecem modelos instrutivos de como facilitar o processo de mudança de perspectiva com alunos de vários contextos culturais. Essa mudança ajuda a identificar e possivelmente transformar perspectivas individuais sobre eventos sociais, ampliando a visão crítica num contexto mais amplo.

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Biografia do Autor

Vesta Daniel, UFRGS - Universidade Federal do Rio Grande do Sul - Porto Alegre - RS, Brasil

Vesta Daniel’s research foci are in the areas of community-based art education, issues of diversity and resistance education. Her current research addresses gentrification in a midwest city focusing on the community of Bronzeville.  The premise of the research is that community-based art that is attributed or unattributed to specific creators can function as an element of resistance against community encroachment and a means of interrogating the process and results of embourgeoisement. The intent of this research is to suggest possibilities for educators and community members to include resistance as a welcome educational strategy. Professor Daniel was guest co-editor (with Debra Ambush) for the September 2012 issue of Art Education, the Journal of the National Art Education Association focusing on culturally responsive teaching. Related research also includes Art Education and the Community Act: An Inquiry into the Interior of the Process. In B. Young (Ed.) Art, Culture and Ethnicity, 2ndEd. Reston:National Art Education Association.  As co-director of the Brazil Study Abroad program since 2005 for the Department of Arts Administration, Education and Policy.

Tanisha Jackson, Ohio State University — OSU, Ohio

Dr. Tanisha M. Jackson is a multifaceted scholar with extensive experience teaching, researching and implementing solutions that revolve around social justice, art and Visual culture, the African Diaspora, digital technology, and Critical Race Theory. Her interdisciplinary background has given her the opportunity to serve as a cultural arts administrator and faculty member in various disciplines such as Africana Studies, Women Studies, Communication, and Art Education. Dr. Jackson earned a Doctor of Philosophy in Art Education, a Master of Arts in African American and African Studies, and a Bachelor of Arts in English from The Ohio State University. She also holds an Executive Master of Business Administration from The University of Toledo.

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Publicado

2018-12-30

Como Citar

DANIEL, V.; JACKSON, T. Imagens visuais e visão do mundo em um espaço millennial autorreflexivo: Arte Educação como Catalisador. Revista GEARTE, [S. l.], v. 5, n. 3, 2018. DOI: 10.22456/2357-9854.89342. Disponível em: https://www.seer.ufrgs.br/index.php/gearte/article/view/89342. Acesso em: 13 ago. 2022.

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Seção

Diálogos entre o Ensino de Artes Visuais no Brasil e em outros contextos