<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492017000200046</article-id>
<article-id pub-id-type="doi">10.17058/rea.v25i2.8975</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Freire e o uso pedagógico da imagem visual na alfabetização de jovens e adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire and the pedagogical use of visual image in literacy of youth and adults]]></article-title>
<article-title xml:lang="es"><![CDATA[Paulo Freire y uso pedagógico de imagen visual el alfabetización de jóvenes y adultos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carlos]]></surname>
<given-names><![CDATA[Erenildo João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcantara]]></surname>
<given-names><![CDATA[Raquel Rocha Villar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba Centro de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>46</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492017000200046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492017000200046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492017000200046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio cumpre duas fun&#231;&#245;es. A primeira consiste em analisar a ordem do discurso que faz emergir o uso da imagem no processo de alfabetiza&#231;&#227;o presente na proposta pedag&#243;gica freireana. A segunda, ao mesmo tempo em que opera com a abordagem te&#243;rico-metodol&#243;gica da An&#225;lise Arqueol&#243;gica do Discurso - AAD, proposta por Michel Foucault, visa afirmar que a AAD se caracteriza como uma possibilidade de investiga&#231;&#227;o no campo da educa&#231;&#227;o, especificamente, da educa&#231;&#227;o popular. Constatamos que o enunciado do uso pedag&#243;gico da imagem aparece em men&#231;&#245;es sobre os g&#234;neros do desenho pict&#243;rico, fotogr&#225;fico e audiovisual. O emprego de imagens visuais est&#225; relacionado &#224;s no&#231;&#245;es de c&#243;digo visual, representa&#231;&#227;o de mundo e objeto de conhecimento e &#224;s fun&#231;&#245;es de associa&#231;&#227;o mnem&#244;nica, ilustra&#231;&#227;o e media&#231;&#227;o do conhecimento como estrat&#233;gias pedag&#243;gicas da alfabetiza&#231;&#227;o de jovens e adultos. O estudo assinala, de um lado, a pertin&#234;ncia te&#243;rico-metodol&#243;gica da AAD e, de outro, que, embora Freire n&#227;o tenha desenvolvido uma discuss&#227;o elaborada, a problem&#225;tica da imagem visual n&#227;o deixou de ser objeto de sua aten&#231;&#227;o e utiliza&#231;&#227;o na pr&#225;tica educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This test performs two functions. The first is to analyze the order of discourse that makes use of the image emerge in the literacy process present in the Freirean pedagogical proposal. The second, while working with the theoretical-methodological approach of the Archaeological Analysis of Discourse - AAD, proposed by Michel Foucault, seeks to affirm that the AAD is characterized as a possibility of investigation in the field of education and, specifically, of popular education. We find that the statement of the pedagogical use of the image appears in mentions about the genres of drawing, pictorial, photographic and audiovisual. The use of visual images is related to the notions of visual code, representation of the world and object of knowledge; and the functions mnemonic association, illustration and mediation of knowledge as pedagogical strategies of the literacy of young people and adults. The study points out, on the one hand, the theoretical and methodological pertinence of the DAF, on the other hand, that although Freire did not develop an elaborate discussion, the problem of the visual image has not ceased to be the object of its attention and use in educational practice. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Essa prueba cumple dos funciones. La primera consiste en analizar el orden del discurso que pone de manifiesto el uso de la imagen en esse proceso de alfabetizaci&#243;n en la propuesta educativa de Freire. El segundo, el tiempo que opera con el enfoque te&#243;rico y metodol&#243;gico de an&#225;lisis del discurso arqueol&#243;gico - ADF, propuesto por Michel Foucault, decir que el ADF se caracteriza como una oportunidad de investigaci&#243;n en la educaci&#243;n y, en concreto, de la educaci&#243;n popular. Observamos que la imagen Declaraci&#243;n de uso pedag&#243;gico aparece en t&#233;rminos de los g&#233;neros de dibujo, gr&#225;fica, fotogr&#225;fica y audiovisual. El uso de im&#225;genes visuales a continuaci&#243;n, relacionados con las nociones de representaci&#243;n de c&#243;digo visual del mundo y el objeto del conocimiento; y las funciones de asociaci&#243;n mnemot&#233;cnicos, la ilustraci&#243;n y la mediaci&#243;n de conocimientos y estrategias pedag&#243;gicas de alfabetizaci&#243;n de j&#243;venes y adultos. El estudio se&#241;ala, por una parte, la relevancia te&#243;rica y metodol&#243;gica de la AAD, el otro, a pesar de que Freire no ha desarrollado una elaborada discusi&#243;n, el tema de la imagen visual no ha dejado de ser el objeto de su atenci&#243;n y su uso en la pr&#225;ctica educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Imagem Visual]]></kwd>
<kwd lng="pt"><![CDATA[Análise Arqueológica do Discurso]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Literacy]]></kwd>
<kwd lng="en"><![CDATA[Visual Image]]></kwd>
<kwd lng="en"><![CDATA[Archaeological Analysis of Speech]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización de Jóvenes y Adultos]]></kwd>
<kwd lng="es"><![CDATA[Imagen Visual]]></kwd>
<kwd lng="es"><![CDATA[Análisis del Discurso Arqueológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
