Banca de QUALIFICAÇÃO: WAGNER GOMES DA SILVA FREITAS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : WAGNER GOMES DA SILVA FREITAS
DATE: 26/05/2025
TIME: 08:00
LOCAL: VideoConferência - Google Meet
TITLE:

VISUAL LITERACY AND ITS IMPLICATIONS ON THE DEVELOPMENT OF SKILLS FOR VISUALIZING BIOLOGICAL IMAGES IN HIGH SCHOOL

KEY WORDS:

Signs, Cellular Biology, Visual-semiotic, Didactic Sequence, Teaching-Learning

PAGES: 85
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The research project aims to analyze how Visual Literacy based on the Visual-Semiotic Model contributes to the teaching and learning of concepts and processes related to the cell cycle in Biology classes in High School. Biology teaching is supported by the use of non-verbal language (images), associated with verbal language (written and/or spoken texts). This combination of texts and images, if done correctly, has the potential to enhance the process of signification of scientific concepts. It is important to consider that, even though it is widely used in Biology classes, visual language is inherently polysemic (it has several possible meanings), and its production and interpretation largely depend on the social, cultural and historical references of its producer and interpreter, respectively. However, for visual language, as for verbal (written) language, there is a need to grasp meanings and senses in relation to signs in order to understand the information shared and received. This need ends up being directly proportional to the degree of conceptual depth and abstraction of the content covered in class, as is the case of concepts and processes related to the cell cycle, for example. Thus, in order to reduce the existence of conceptual errors in Biology classes, when images are used, it is of fundamental importance that both the person who produced the image and the person who reads it have a basic understanding of the rules for constructing and interpreting visual language. In this sense, it is possible to defend the idea that the Scientific Literacy process should occur in conjunction with the Visual Literacy process, starting in Basic Education. To this end, we propose the Visual-Semiotic Model, which seeks to structure the teaching process based on non-verbal text visualization skills present in Biology classes. To this end, a didactic sequence will be applied to first-year high school students at a technical school in the state education network of the state of Pernambuco. In this sequence, we will analyze, from a qualitative perspective, the data that emerged from the experience of this didactic sequence, the image visualization skills, and their mutual relationship with scientific literacy. In this perspective, it is necessary to broaden the understanding of the importance of visual literacy, in association with scientific literacy, for the process of reading image signs generally used in high school biology classes, so that concepts that are often abstract and complex can be effectively understood.

COMMITTEE MEMBERS:
Presidente - ***.280.754-** - RICARDO FERREIRA DAS NEVES - UFPE
Interno - ANTONIO INACIO DINIZ JUNIOR
Interna - JANAINA DE ALBUQUERQUE COUTO
Externa à Instituição - ERIKA MARIA SILVA FREITAS - UFPE
Externa à Instituição - SUELLEN TARCYLA DA SILVA LIMA - UFPE