The visiting professor at the Institute of Education at Universidad ORT Uruguay that photography is still viewed as a “secondary” or “auxiliary” tool that supports the textual narrative.
The reason lies in the strong tradition of research in the field of the “world of words,” although, little by little, he notes that photography is gaining an “increasingly solid” status in the field of education.
Augustowsky explained that it is essential to view this tool as “a means of recording”: “A way to capture and document the empirical.”
However, since many of these processes are symbolic, invisible, and internal, can education be captured in a photograph? Are there aspects of education that can be analyzed through photography?
According to the teacher, there are indeed such elements: the layout of the space, the positioning of the bodies, the uniforms, and the use of materials and technology are just a few of them.
For example, she gave handheld cameras to children aged four to nine to study the development of children’s photography. Also, in the late 1990s, based on the images she took, she conducted research on school walls.
“Photography allows us to piece together some of what remains unsaid—the things the interviewees don’t talk about. Not because they’re hiding them, but because they’ve come to take them for granted,” he concluded.
https://youtu.be/6CuqXKzjRho?si=zKxqUxypMCsLbQNd