How can intertextuality contribute to the apprehension of the art?
DOI:
https://doi.org/10.5902/1983734837962Keywords:
Intertextuality, Reading images, Art education, Art researchAbstract
This text presents a synthesis of experiences related to a seminar developed in 2018 in the Postgraduate Program in Visual Arts of the State University of Santa Catarina, entitled "Intertextuality as pedagogical proposal", in which, after the study of theorists dealing with intertextual issues, masters and doctoral students were urged to develop a punctual research, adopting intertextual principles in formal or non-formal educational experiences. It was up to postgraduates to define their target audience, as well as the content and teaching methodology. Thus, the results are expressively differentiated, but all considered their objectives reached. In these syntheses, we perceive different modes in which intertextuality contributes to the teaching of art.
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