Ativismo visual de estudantes nas mídias de reexistência: um estudo etnocontrastivo sobre experiências visuais e atos de currículo na educação universitária de Brasil e Portugal

Abstract

This thesis addresses the theme of visual activism by Brazilian and Portuguese students and their image productions in contemporary social networks, where the idea of “reexistence” is dialogued with their practices in Visual Culture. Specifically, we took as a field of study the pages of Mídia Ninja - “Estudantes Ninja” and “Casa Ninja Lisboa” - to understand ethnocontrastively how these mobilizations with the image inspire acts of curriculum in university education in Brazil and Portugal. For this, the investigation was supported theoretically and methodologically by TEEC (Ethnoconstitutive Theory of Curriculum - MACEDO, 2017) based on the concepts of “Acts of Curriculum”; “Curriculum Actors and Actresses” and “Curriculum Autonomy and Authorization” and “Complex curricular interactions” (MACEDO, 2017). We used the Ethnoconstrastive method (MACEDO, 2012) in narrative interviews with students, where we were able to access the knowledge that this investigation produced. The thesis revealed that the acts of CVs must change through the actions and visual experiences of their CV actors and actresses and in this context, change their signifiers with visual activism, in conceptions and practices where the image is a construct of points of view and demands. The research also concluded that the visual activism of Brazilian and Portuguese students inspire curriculum acts as political devices for cultural practices of re-existence in teaching, research and university extension, where the image is a cultural institute subject to criticism, understanding and historical debate , producing curricular visual ethnomethods. Furthermore, the thesis proposes the concept of curriculum visual activism, an idea discussed and constructed from the itinerancy of this investigation, which configures new studies, research and reinventions based on ethnomethods supported by qualitative and refined listening to those who make practical use of images life and curriculum.