A carregar...
Publicação
A aula de língua estrangeira como espaço de desenvolvimento da literacia visual e do pensamento crítico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 16.01 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A imagem faz parte do nosso dia a dia, quer seja em contexto profissional, pessoal ou educacional. Na sala de aula, em especial na de línguas estrangeiras, as suas utilizações são praticamente infinitas e podem facilitar o desenvolvimento da literacia visual, assim como do pensamento crítico. Para tal, o professor deve colocar a imagem no centro das suas aulas e não a utilizar apenas como um mero elemento decorativo. O presente relatório pretende perceber de que maneira poderiam as aulas de língua estrangeira ajudar no desenvolvimento da literacia visual e do pensamento crítico. Para tal, foi levado a cabo um projeto baseado nos pressupostos da investigação-ação, no qual a imagem foi fulcral e proporcionou momentos de reflexão e crítica por parte dos alunos da Escola Secundária Professor José Augusto Lucas. Os dados deste relatório foram recolhidos a partir do trabalho de sala de aula dos alunos, sendo depois analisados através de uma série de descritores relacionados com a literacia visual e com o pensamento crítico. Este trabalho veio revelar que a maioria dos alunos é visualmente letrado e é capaz de pensar criticamente em vários assuntos, ainda que estejam aquém das suas capacidades. É imperativo dedicar tempo à análise e interpretação das imagens na sua natureza variada (cartazes de filmes, memes, fotografias de reportagens, obras pictóricas, cartoons, entre outros) e debater as várias ideias e interpretações que delas possam surgir, sempre tendo em consideração a motivação dos alunos.
Image is part of our daily lives, whether in a professional, personal, or educational context. In the classroom, particularly in foreign language classroom, its uses are virtually endless and can facilitate the development of visual literacy as well as critical thinking. To this end, teachers must place the image at the centre of their classes and not just use it as a mere decorative element. This report aims to understand how foreign language classes could help in the development of visual literacy and critical thinking. To this end, an action-research project was conducted, in which the image was central and provided moments of reflection and criticism by the students during lessons at the Escola Secundária Professor José Augusto Lucas. Data was gathered from learners’ classwork, and this was analysed using a series of descriptors related to visual literacy and critical thinking. This work revealed that most students are visually literate and are able to think critically about some topics, even though it is clear that they can do much better. It is imperative to dedicate time to the analysis and interpretation of images in their varied nature (film posters, memes, photographs of reports, pictorial works, cartoons, among others) and to debate the various ideas and interpretations that may arise from them, always taking into account the motivation of the students.
Image is part of our daily lives, whether in a professional, personal, or educational context. In the classroom, particularly in foreign language classroom, its uses are virtually endless and can facilitate the development of visual literacy as well as critical thinking. To this end, teachers must place the image at the centre of their classes and not just use it as a mere decorative element. This report aims to understand how foreign language classes could help in the development of visual literacy and critical thinking. To this end, an action-research project was conducted, in which the image was central and provided moments of reflection and criticism by the students during lessons at the Escola Secundária Professor José Augusto Lucas. Data was gathered from learners’ classwork, and this was analysed using a series of descriptors related to visual literacy and critical thinking. This work revealed that most students are visually literate and are able to think critically about some topics, even though it is clear that they can do much better. It is imperative to dedicate time to the analysis and interpretation of images in their varied nature (film posters, memes, photographs of reports, pictorial works, cartoons, among others) and to debate the various ideas and interpretations that may arise from them, always taking into account the motivation of the students.
Descrição
Palavras-chave
Literacia visual Pensamento crítico Imagem Investigação-ação Ensino de línguas estrangeiras Visual literacy Critical thinking Pictures Action-research Foreign language teaching