Imagens Criadas Com Imagens

This article examines the use of images in Art and visual culture education within school contexts, investigating how students can be encouraged to interpret the artistic-visual productions that constitute their experiences. Epistemologically grounded in Visual Culture Studies, the study employs bibliographic research to examine convergences between contemporary visual creation practices and image reading practices conducted in educational settings. Challenging uncritical pedagogical approaches to working with images, this study introduces visual parallelism as an educational action that acknowledges the possibility of establishing creative associations between studied images and others through artistic-visual approximations. The findings demonstrate that the practice of images created with images—characteristic of Contemporary Art and visual culture—also manifests in the interpretive processes of image reading, thereby constituting these processes as pedagogical actions grounded in creative procedures and the collaborative construction of meanings

Grounded theory · Professional development · Qualitative research · Visual culture · Art Education and Development · Literacy, Media, and Education · Participatory Visual Research Methods