Invitation to the Defense of Gisella Vismara

The Examination Panel is made up of: Univ.-Prof. Mag. Dr. Anette Baldauf (chair), Univ.-Prof. Dr.phil. Ruth Sonderegger (first supervisor), Prof. Peter Mayo, PhD (second supervisor) and Prof. Paolo Vittoria, PhD (external appraiser, University of Naples Federico II).

Abstract

In fine arts and the aesthetic field of teaching, the work of the Brazilian educator Paulo Freire is neglected. This thesis rediscovers Freire’s thought and aims to extend and develop his critical and political approach to visual arts literacy. It investigates the implementation of Freire’s ideas in the context of middle school visual arts education in Italy and Europe. Accordingly, the central questions posed are How can the Freirean approach be applied to formal visual arts education? Can the teaching of the visual arts become a tool of emancipation and liberation from different forms of capitalistic oppression? What tools and didactic strategies can teachers adopt effectively? This dissertation aims to develop Freirean art literacy in new ways, both theoretically and practically.

To respond to these challenges, this thesis takes a closer look at the new decolonial Marxist pedagogy that has reinterpreted Freire and his key concepts such as oppressed and oppressor consciousness. Through an interpretative methodology (library-based), this research explores the theses of critical pedagogy and its application to art education and Visual Culture Studies. This dissertation considers the ideas of anticapitalistic struggle and the decolonial approach as essential for reinventing Freire’s educational praxis in formal contexts of education. Using Ana Mae Barbosa’s Freirean case study, the present work shows her applications and her results in the field of visual arts literacy concerning the transformative model of cultural change.

In addition, through ethnographic and interpretative methodologies, this thesis describes and analyzes previous personal experiences in art classes in an Italian public middle school. It reinvents and outlines how to apply Freire’s didactic tools and strategies for teaching visual arts in formal contexts of education. This dissertation presents a three-stage teaching process of coding, decoding, and problematization to support teachers in the theoretical planning and practical designing of art lessons and workshops for students. The proposed activities focus on the theme of the woman's body, especially in contemporary visual culture (XX-XXI century). It presents how educators can teach critically and help students emancipate themselves from various forms of oppression (class, race, and gender).

Short biography

Gisella Vismara was born in Italy (1977). She earned her BA in Art, Music, and Theatre (DAMS) and specialization in Visual Art Education at the University of Bologna. From 2006 to 2020, she has taught Didactics for Museum at Academy of Fine Arts of Brera (Milano) and she teaches Art Education in a middle school (Bologna). Since 2003, she collaborates with Lucio Saffaro Art Foundation (Bologna). She is co-author of many books and articles on contemporary art, critical pedagogy and art education.
She has published several essays on Paulo Freire such as “Criticisms” of the pedagogy of the oppressed and Newness and Relevance of Paulo Freire for Postcolonial Approach (2021). She is involved in critical pedagogy and visual art literacy.

The defense presentation will be in English Language and will take place in room M20.

We are looking forward to welcoming you.