Publicação
Relação entre desenho e escrita: o papel do leitor na interpretação
| Resumo: | This thesis investigates the relationship between image and text, specifically focusing on drawing and writing, and the role of the reader in constructing meaning through interpretation. By exploring the individual and interdependent characteristics of these two systems of representation, the aim is to understand how their relationship can generate new meanings, different from those that arise when used in isolation. The research is based on the premise that the meaning of the works is completed through the reader's interpretation, shaped by their experience. Thus, the same combination of image and text can result in multiple readings, highlighting the importance of the reader in constructing meaning. The methodology adopted combines theoretical research with a practical component. In the first phase, fundamental concepts such as symbolic thinking and narrative, the representation of reality, the interaction between text and image, and subjective reading are addressed. Additionally, works by artists such as Barbara Kruger, Sophie Calle, and David Shrigley are analysed, as their practices illustrate the dynamics explored in this investigation. In the second phase, a practical project is developed that explores the relationship between drawing and writing, emphasizing ambiguity and interpretive openness. The results obtained are evaluated with a focus on the reader's influence in constructing meaning, culminating in the thesis conclusions. The central question guiding this study is: “How can the image-text relationship allow to construct new meanings, and what is the role of the reader in its interpretation?” Through this investigation, the aim is to contribute to a deeper understanding of the interaction between text and image and to emphasize the active role of the reader in meaning-making. |
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| Autores principais: | Portas, Beatriz Delerue |
| Assunto: | Desenho Escrita Relação entre imagem e texto Interpretação Simbolismo Tipografia Estudos de caso |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This thesis investigates the relationship between image and text, specifically focusing on drawing and writing, and the role of the reader in constructing meaning through interpretation. By exploring the individual and interdependent characteristics of these two systems of representation, the aim is to understand how their relationship can generate new meanings, different from those that arise when used in isolation. The research is based on the premise that the meaning of the works is completed through the reader's interpretation, shaped by their experience. Thus, the same combination of image and text can result in multiple readings, highlighting the importance of the reader in constructing meaning. The methodology adopted combines theoretical research with a practical component. In the first phase, fundamental concepts such as symbolic thinking and narrative, the representation of reality, the interaction between text and image, and subjective reading are addressed. Additionally, works by artists such as Barbara Kruger, Sophie Calle, and David Shrigley are analysed, as their practices illustrate the dynamics explored in this investigation. In the second phase, a practical project is developed that explores the relationship between drawing and writing, emphasizing ambiguity and interpretive openness. The results obtained are evaluated with a focus on the reader's influence in constructing meaning, culminating in the thesis conclusions. The central question guiding this study is: “How can the image-text relationship allow to construct new meanings, and what is the role of the reader in its interpretation?” Through this investigation, the aim is to contribute to a deeper understanding of the interaction between text and image and to emphasize the active role of the reader in meaning-making. |
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