Educational curation, countervisualities and pedagogical practices in the Visual Arts

Abstract

This article analyzes the presence of visual and counter-visual elements in the accounts of pedagogical practices of Visual Arts teachers, interpreting them in light of the challenge of the “right to look” (Mirzoeff, 2011; 2016). The educational curation of images is contingent upon the approval of schools, families, and students, in view of evaluations and entrance exams for universities, and upon obedience to religious and cultural parameters that, in the form of censorship, restrict the “right to be seen” in school. Thus, the classroom is affected by the censorship present in Brazil, and works of art that address issues of the body and sexuality, themes and social agendas that align with discussions on racism and religious intolerance, among other relevant issues, suffer censorship.