Leitura de imagens e ensino de arte no Brasil: uma revisão sistemática dos processos de leitura estética

Abstract

This article discusses the main processes of aesthetic reading of images in art education in Brazil through a systematic review of the literature from the last twenty-six years. The study aims to answer: What is aesthetic reading? What is the influence of aesthetic reading on the educational context of art in Brazil? Which authors and approaches to image reading have been privileged in academic production on art education in Brazil? How do studies on image reading and art education in Brazil articulate the production, interpretation, and enjoyment of images and texts as an artistic endeavor? As a methodological aspect, a literature review was chosen. The findings indicate that the processes of aesthetic reading are limited, as they privilege subjective enjoyment to the detriment of historical contextualization and descriptive writing as a dimension of artistic practice. In conclusion, the sources reveal that the authors do not favor activities that integrate descriptive textual production with aesthetic reading in the classroom. We argue that dialogue between these spheres is vital for consolidating habits of analytical writing and in-depth reading, as well as for expanding creativity, cultural repertoire, and the development of students' critical thinking.