The theoretical framework of my research is located in the Visual Culture Studies (Hernández, 2001, 2007, 2013) as an epistemological and methodological approach and the contributions of critical and feminist pedagogies (Ellsworth, 1997, 2005) in order to build another narrative for education that restores the silencing of subjects in educational institutions, making specific reference to the gypsy community. Asking us why visualities and subjectivities favor images is an important focus within this perspective. Thus, through a visual ethnography (Sarah Pink, 2007, 2009, 2019) in the educational space, I explore contemporary visualities not from a representational analysis but by paying attention to the agency of photographic practice, that is, to the relationships, subjectivities and relationships that emerge.

The question is not so much what the images represent, but what they do. In this doing, the affective, material and performative turn have a crucial importance since they allow me to approach the visual from the affective bonds and contacts, from the agencies of digital devices and also from the actions and the performance of identities of the young people.

From the relational character in which images, visualities, affections and discourses are interwoven, I propose visual culture as a space for mediation and a form of connection, committed to modeling forms of contact and mediation of screens, platforms and the imaginaries, which constitute the framework of encounters with otherness and diversity.