Critical thinking, a important skill for 21st century, explores of language in many forms.
These practices show students that language is never neutral. Visual literacy is the ability to read texts in an active, reflective way to understand better power, inequality, and injustice in human relationships. But it differs from student to student because they have different interpretations.
To the teachers:
-Teachers, through Visual literacy, can facilitate the development of critical thinking encourage students to social problem and institutions like family, poverty and education..
-Teachers who practice critical pedagogy provide a student- centered environment in which dialogue is encouraged and the student can read multiple texts…
Design of Visual critical activity ” Slum called Morro do Alemão”
Visual literacy focuses on the relationships between language, power and social problem, but the students cannot think critically if they do not have the information about the topic.
Context: Police invades ” Morro do Alemão” – ( big slum) Rio de janeiro – November/ 2010
Source these pictures: Folha de São Paulo newspaper
Visual literacy looks different in every classroom, based on the subject matter and the population of students, there is no formula for how teachers engage students in critical literacy. YOU DO YOURS!
1- Motiation, you can ask the students about social problem in Morro do Alemão after you can show a videoclip ….. or a print text.. or a film…etc
2- Answer the question in group
1- What’s going on in this picture?
2- What are you looking at?
3-which contrast the author shows in the picture?
4-How do you interpret the whole text?
5-Who could be the main audience?
6- What body language is shown by the people in the picture?
7-How do you interpret this text?
8- Based on what you know about, list three things you might infer from this photograph
9- What questions does this photograph raise in your mind?
10-what kind of comparison or equality the author is showing? Explain the metaphor.
11-What is the relationship between the image and the displayed text message
12-Who could be the main audience?
13-What does this image mean to you?
14-Write a brief summary of what you think the photo is about.
3- The students will share the point of view among the groups with help of Dialogical approach.
Dialogical approach is a cooperative activity of reflection, transformation and sharing of idea in group and it helps the student to be a critical thinker.
4- The student will write the answers in their blogs and send the link to the teacher.
The students must have a blog . It is a kind of strategy write with audience. Segundo Rower (2005). the most effective way to engage these students in learning is just create an authentic audience, giving them a sense that someone else (besides teachers and parents) cares about their work. Authentic audience (other than the teacher) to improve student writing. and Audience bring the agency. Rowen (2005, 22) discovered “Students take more care in their writing when they know their writing will be on display for all to see. Powerful interactions with real audiences allow students to receive feedback about their work and provide educators with an opportunity for authentic assessment.
5- The teacher , when receive the link students’ blog, will share with colleagues some blog to that they can write to the student´s blogs their opinion about the student´s work.
For us, critical thinking happens when students analyze and evaluate evidence, arguments, claims and beliefs. They can then learn how to make judgments and decisions based on others’ points of view ( dialigical methods), interpret information and draw conclusions. Freire (2007) believed that students would not only become critically informed, but also ethically committed to transform their society. For him, thinking critical was mostly about “reading the world”.
Disciplina: Learning by design: Integrative learning process designs and constructions
Teacher: Mr. Jouni Enqvist, Ph.D., Principal Lecturer
My Home page: Click AQUI
Eu, Giselda Costa, professora do Instituto Federal do Piauí (IFPI), participo do programa internacional Vocational Education and Training – VET com a duração de 5 meses ( fevereiro a junho de 2015) financiado pelo Governo Federal Brasileiro e realizado na HAMK – University of Applied Sciences na cidade de Hameelinna -Finlândia. A nossa pesquisa tem como base nas experiências de educação profissional do modelo finlandês integrado com setor de inovação e produtividade dos Institutos Federais do Brasil.