Imagens que Ensinam: Formação de Professores entre o Olhar Humano e as Telas Digitais

Abstract

In a contemporary context marked by the saturation of images on social media and the emergence of Artificial Intelligence that produces synthetic images indistinguishable from real photographs, we argue that the traditional pedagogical emphasis on reading written texts has become insufficient for meaningful science education. This theoretical article argues that scientific visual literacy can constitute, as a pedagogical auxiliary instrument, in the initial training of science teachers, who need to be trained to read, interpret, and critically problematize scientific images with autonomy and critical thinking, recognizing that images are not transparent windows onto reality, but constructed representations that carry theoretical assumptions, cultural marks, and potential biases. We propose the concept of "scientific visual literacy" anchored in three interconnected pillars: interdisciplinarity, teaching autonomy, and critical thinking. The bibliographic analysis indicates that visual literacy can empower teachers to question the content of images, to identify algorithmic biases embedded in synthetic images, and to foster in their students a vigilant and reflective relationship with visual information. We conclude that teacher training for the 21st century cannot ignore the hybrid visual ecosystem in which teachers and students already live, and that scientific visual literacy can be a pedagogical auxiliary instrument in initial training to transform the teacher from a mere spectator into a critical interpreter of the images that teach.