Freire and Visual Art Education

Gisella Vismara is a Middle School Teacher based in Bologna, Italy. She holds a PhD in Art Theory and Cultural Studies from The Academy of Fine Arts of Brera, Milano, Italy.

Series Editor’s Introduction
Introduction
Part I: Critical Education as a Political Act
1. Brazil: 1946-1964
2. Education for Critical Consciousness
3. “Coding and Decoding” as Liberating Acts in Literacy Programs
4. Chile: 1964-1969
5. The Political Development of “Conscientization”
6. Freire’s Chilean Experiences and the Language of Praxis
7. Africa: 1975-1976. The experience in Guinea Bissau
8. Letters from Guinea Bissau: The Influence of Amílcar Cabral’s Marxism
9. Back at Home in Brazil: 1980-1997
10. How the Freirean Critical Language is Still Relevant
Part II: Visual Art Class at Middle School
11. Foreword: school and social emancipation
12. “Fabio Besta” School: Socio-Economic Context and Italian and European Policy Guidelines
13. Diary of an Italian Experience (2014-2019)
14. Stories of Resistance: Personal Notes on my Students and Events
15. Body and Emotions
Part III: Re-Imagining Freire’s Approach for Visual Art Education
16. A Freirean Path for Radical Visual Art Pedagogy
17. Research Through Coding
18. Decoding for Thematization (Interpretation)
19. Problematization as Recombination (Transformation)
20. Contemporary Visual Arts and Images through a Freirean and Decolonial Approach
21. Black “Venus”: From the Contemporary Stereotype to the Imagery of Sarah Baartman
22. Body and Sexuality: Racializing Women in the Western Canonical Art
23. Body, Identity, and Colonial Legacy
Conclusion
References
Index