Abstract
This writing discusses the connection between education and visual language, the insertion of the last one in the society ands its relation with the contemporary subject. The theoretical basis was built after the Theory of the Critical Studies of Society, mainly with the writers Adorno, Horkheimer, Marcuse and Benjamin; with focus on their thoughts about the Cultural Industry, Technical Reproducibility, and the discussion over the Culture. So, it was the intent to analyze, with empiric research, the capability of the teachers of the kindergarden and earlier years of the fundamental education to accomplish a critical reading of the visual language. The main goal of this investigation was to understand, beginning with the insertion of the visual language in the contemporary society, how these teachers read, comprehend and utilize the visual language in their teaching practice and private lifes, thinking about the possibility of enlargement of this capability through the adequate education. To realize the investigation, the chosen method was the qualitative research with focal group, in the shape of a three days experience, witch was formed of practical activities, conversations and a questionary. With this research was possible to realize that there is, among the teachers, a great difficulty in reading the visual codes, that is caused by the lac of a space in witch this learning is possible; but, it was possible to realize as well, that the adequate education for a critical understanding of the visual language can change this situation, amplifying the teachers understanding, as well as the possibility of their work with this language in the schools.
Keywords: teacher’s education; visual language; critical theory
julianagisi 