Resumo

DUSSEL, Inés. Imágenes y visualidad: Nuevos campos de investigación para la historia de la educación. Hist. educ. anu. [online]. 2008, vol.9. ISSN 2313-9277.

In this chapter, I World like to advance a provisional balance on the use of images in educational historical research. First, I analyze the dominant use of photographies as visual records, on the one hand as transparent and univocal documents, and on the other, that their predominance has been produced at the expense of not using other visual materials. Second, I aim at historicizing the visual, its technologies and the ways in which it configures a social, epistemological, political and ethical space, centered around the idea of a spectacle worth seeing by an observer, and the figure of the spectator as the culmination of that spectacle. Finally, I pose some questions about the possibilities for a different type of educational historical research, one that seeks to interrogate the visual in its specificity, its stratitications, its peculiar technologies. I also claim that we should take into account that the visual is linked to entertainment and pleasure, that it mobilizes aspects of subjectivity that are not so governable as reflection and cognition, and that it appeals us and moves us profoundly for these very same reasons.