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

Vesta Daniel, Tanisha Jackson

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.


Palavras-chave


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

Texto completo:

PDF (English)

Referências


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

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Revista GEARTE

ISSN 2357-9854 | e-ISSN 2596-3198 | Universidade Federal do Rio Grande do Sul, Brasil

http://www.seer.ufrgs.br/gearte

 

Licença Creative Commons
Este trabalho está licenciado com uma Licença Creative Commons - Atribuição 4.0 Internacional.