Education and contemporary practices of visuality: what it means, after all, to teach by visual culture

This paper aims to continue a discussion on the possible relationships between the fields of education and Visual Culture, suggesting a bias that systematizes a kind of epistemology of visual culture. For this, we used as argumentative axis the idea of a teaching by Visual Culture, opposing to what would be a teaching of Visual Culture, building, from this term, three statements: the visual culture is an interdisciplinary field and therefore cannot be taught as a closed set of content; the Visual Culture can be understood as a kind of strategy to link the content of the School to the extracurricular daily lives of students; finally, a manifesto in defense of Education by Visual Culture. To support such discussions and proposals, we used theoretical perspectives from authors like Hernández (2000; 2005; 2007); Freedman (2006); Mirzoeff (2003); Eisner (2008); among others