Para além do livro didático: a educação da cultura visual como estratégia de leitura das imagens da escravidão no ensino de História

Abstract

In order to address the narrative relevance of images, this study aims to reflect on the contributions of visual culture to the reading of images of slavery in history teaching, considering textbooks as means of circulation and reception. The questions that guide the work are: what do teachers perceive when they deal with images of slavery in History teaching? What interferences do these images have in their teaching practices? How can visual culture contribute to guide reading proposals that lead to the deconstruction of qualifiers and forms of power naturalized by images of slavery in textbooks? To develop the study, we adopted a qualitative approach, using the questionnaire as a data collection instrument (applied to 12 History teachers in elementary school), from which we selected for documentary analysis the chapters on slavery in Brazil present in three 7th grade textbooks (considering their imagery resources) and the teachers' answers, which were submitted to treatment from the Content Analysis method, proposed by Bardin (2016). Thus, the specific objectives were: analyze the images of slavery present in teaching narratives; understand how the images of slavery are perceived/read by history teachers; identify the difficulties of teachers in relation to the reading of images of slavery and, finally, prepare an educational product with proposals for reading images of slavery, based on assumptions of visual culture. In writing the text, we have relied on theoretical references from Visual Culture and Visual Culture Education that deal with the concepts of image, visuality, art and education. As references from this field, we highlight: Hernández (2000, 2007, 2015); Tourinho (2009, 2010, 2011); Charréu (2015); Martins (2008, 2009, 2010, 2011) and Franz (2003). About the studies on textbooks, we highlight Choppin (2009) and Tourinho Junior (2015) among others.