DOI:
https://doi.org/10.14483/22487085.10514Published:
2006-01-01Issue:
No 8 (2006)Section:
Pedagogical InnovationsPhotography as a visual literacy Tool
Keywords:
Lecto escritura visual, lecto escritura a través de la fotografía, lectura para la inclusión social (es).Keywords:
Visual literacy, literacy through photography, reading for social inclusion (en).Downloads
Abstract (en)
This article is an attempt to show some theoretical issues founded on how visual literacy processes come about through a photography project. The framework explained is based on Wendy Ewald’s literacy through photography study (LTP), and on Freire’s reading conception which stare at literacy as a process for social inclusion. Further a literature review, I provide some practical aspects based on a visual literacy experience carried out in a private school in Bogotá. Likewise, I describe some key moments of the visual literacy process that can be developed by an image’s viewer. All this process is based on the socio cultural perspective.
Abstract (es)
Este artículo busca mostrar algunos aspectos teóricos fundamentados en cómo surgen los procesos de lecto escritura visual a través de un proyecto de fotografía. La estructura de trabajo explicada, está basada en el estudio de Wendy Ewald “Lecto escritura a través de la fotografía”, y en la concepción de lectura de Freire que presenta la lecto escritura como un proceso para la inclusión social. Más allá de la revisión de literatura, proveo algunos aspectos prácticos basados en una experiencia de lecto escritura visual llevada acabo en un colegio privado de Bogotá. Asimismo describo algunos momentos claves de los procesos de lecto escritura que el observador de una imagen puede desarrollar, basado en una perspectiva socio cultural.
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