Lobos-maus e chapeuzinhos-vermelhos em ilustrações para ver e ler Bad wolves, little red riding hoods in illustrations to see and read

Propomos olhares em movimento pelos interiores de algumas imagens em busca de reconhecer elementos de sua propria linguagem a fim de estabelecermos um dialogo com estas imagens e suas/nossas potencialidades, encantamentos, sentidos. Ver Lobos e Chapeuzinhos como fragmentos ressonantes em narrativas que se multiplicam em diferentes cenarios e “contextualizacoes”. Nossa aposta esta em nao mais obedecer a necessidade representacional do questionamento “o que isso quer dizer?”, “qual o significado daquilo?”, mas possibilitar escorregoes e deslizes pelas potencias da contemplacao e producao de sentidos na propria imagem. Ler imagens que se soltam do texto. Ler textos que se permitem desvincular das imagens; (im)possibilidades em buscar outras apresentacoes da menina e do animal com a intencao de tencionar os limites do que frequentemente se nomeia imagem, texto, producao cultural, e potencializar as multiplicidades na ausencia do equivalente que representariam e interpretariam. Mas e quanto ao papel do professor perante a educacao advinda das imagens: seriamos nos os “faxineiros/as” das “misturas”, das “diferencas” com que nos deparamos no campo educacional, na tentativa de deixar tudo mais uniforme? Se assim o for, talvez estejamos pasteurizando interpretacoes e analises – pasteurizacao que nao ocorre somente na industria, mas tambem com as linguagens e conteudos. Palavras-chave Leitura de imagens; Educacao visual; Pos-modernidade Abstract We consider looks in movement through the interiors of some images trying to recognize elements of its own language in order to establish a dialogue with these images and its/ours potentialities, wondering, senses. To see resonant Bad Wolf and Little Red Riding Hood as fragments in narratives that multiplies in different scenes and “contexts”. Our bet is no more to obey the representational necessity for the question “what does this want to say?”, “which is the meaning of that?”, but to make possible some sliding for the potency of the contemplation and sense production in the image by itself. To read images that gets free from the text. To read texts that allows it to disentail from the images; (im)possibilities in searching other presentations of the little girl and the wolf with the intention to pressure the limits of what frequent is called image, text, cultural production, and to amplify the multiplicities in the absence of the equivalent that the images would represent and interpret. About the teacher’s role when the subject is the image education, we ask: should we’ll be the “cleaner” of the “mixtures”, of the “differences” that we’ll meet in the educational field, in the attempt to leave all more uniform? If thus it will be, perhaps we’ll be pasteurized interpretations and analyses – process that does not only occur in the industry, but also with the languages and contents. Keywords Reading of images; Visual education; Postmodernity