EDUCAÇÃO, FILOSOFIA, IMAGEM: O CALEIDOSCÓPIO DO TEMPO DE AGORA

Abstract

In this article we intend to think about, what we call, provocatively, “teaching illiteracy”. Such illiteracy refers to the paradox of living in an age of images and not being able to read them. We intend to think about how the image issue is incorporated into pedagogical practices and the extent to which teachers today are 'illiterate' in relation to the image, not recognizing its legitimacy in the pedagogical process (focused on literacy). It is considering all that we understand it is necessary for the school, recognizing its identity linked to literacy, to be able to position itself differently in face of new technologies and media, which present everything as an image - even the text, given that students are literate for the text codes, but not for those in the image.

Keywords: Literacy; Social rights; Democracy; Image.