Entre imagem e significado: o atlas Mnemosyne de Aby Warburg como método de leitura entre a arte e o cotidiano.

Abstract

This qualitative-quantitative action research aims to provoke informed reflections on the use of Aby Warburg's Mnemosyne Atlas as a methodological resource in the classroom and its direct relationship with the learning process of 6th grade students at the Gomes de Sousa Basic Education Unit. To this end, it is necessary to investigate Warburg's intellectual trajectory, articulating his central concepts of Nachleben (survival) and Pathosformeln (formulas of emotion). The Mnemosyne Atlas is understood as a device that uses a compilation of images—ranging from canonical works of art to supports of everyday visual culture—with the aim of producing new knowledge and temporal interrelationships. It is essential to understand that, throughout Warburg's career, art history underwent significant changes as a discipline, especially with regard to the use of images and their reappearances at different times in history. This work presents methodological proposals based on authors who promote critical and reflective reading of images in the teaching of visual arts. The research uses the following as its main theoretical references: Didi-Huberman (2013), Michaud (2013), Ana Mae Barbosa (2012), and Anamelia Buoro (2003). It concludes that Warburg's Atlas serves as a basis and pedagogical resource for teaching art, using the image as an essential reference for historical knowledge and for understanding manifestations.