"Lectio imago" : ensino de história por meio das pinturas históricas

Abstract

The present study has as I aim at to score teachers of History and of other areas to work at classroom with visual alfhabetize. Presenting a possibility to understand the implicit and explicit narratives in the historical paintings and in all asformas of visual expressions. Since then the theory of the visibility and of the analysis in the way of the WOLFFLIN images (1996), I looked for to build a spelling book to aid the activity of the educators' room and, mainly, it could foment the students' questions. This spelling book appears of the need of presenting a product in the professional master's degree and of the impossibility of accomplishing workshops with uses of images with the students due to the suspension of the classes witness, caused by the pandemia doCovid-19. Like this, I maintained the essence of

the experience of the initial idea that is of contributing for the invigoration of the teaching- learning of the students' historical knowledge through the reading of existent narratives in the historical paintings. For theoretical discussions that’s base the use of images, I used Santaella (2012) and her concept for symbolic images; Dondis (2015) his understanding of visual Literacy; the functions of the images in the teaching of Diéguez (1977), adding to the concepts of narratives historical deFreitas (2014) and Rüsen (2001). Those concepts contributed to build a proposal that can enlarge the glances about the illustrations (works of arts, political cartoons, pictures, reproductions of monuments, etc.). Until the moment we can indicate that the images are parts indivisible of any text book. I ignore text book of history of the present time of the fundamental and medium teaching that it doesn't use images. The images don't just illustrate the pages of the books, but they also compose important part of the process of the history teaching. Leaning to be important to understand that every image has a narrative, mainly the willing images in the school books, because they are the result of a construction process, thought and elaborated to narrate. I believe in the possibility of new narratives as forms of understanding of the history contents starting from the visual narratives, being like this available a spelling book for teachers' unrestricted use with their students.