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This work presents an analysis of the cultural and artistic field, positively compromised with social and political questions. The authors start with the categorization of the idea of culture and move to vindication art movements. These movements, which followed the first vanguards and worked from the compromise with “otherness”, are at the origin of the contemporary denomination of political art. In this context, the authors approach the origins of activist art, referring to issues of gender, multiculturalism, globalization, and poverty. The different forms of presenting content are also an object of analysis: from art tradition to the contamination of daily life, from local to global, from street contact to digital.

ResumenEn la educación especial para autistas el método principal de la comunicación se hace con imágenes que hacen posible la comunicación entre profesores y alumnos. El gran problema de un niño autista es la enfermedad que afecta la comunicación del niño. A partir del analisis del sistema de comunicación vigente -Las cifras del Sistema de Comunicación (PEC) -se detectaron algunas inconsistencias en los símbolos utilizados, como son la falta de informidad y usabilidad visual. Así, este trabajo parte de la propuesta de cambiar, renovando el sistema. Nos proponemos a la creación de un conjunto de símbolos uniforme, coherente y convincente. Una vez que, desde el punto de vista del diseño y la ilustración, consideramos como esencial para la enseñanza del autista un establecimiento de determinada calidad en las imágenes e ilustraciones utilizadas en este universo. La investigación se centrará en el campo de la ilustración y el producto se sentará en el intento de reformular el sistema de comunicaciones implementada hoy en día, con el objetivo principal de hacer la comunicación fácil e inmediata entre los niños autistas, los profesores, padres y amigos. Es decir, buscamos la eficacia de comunicación entre el autista y los que los rodean. Palabras clave Autismo, comunicación por imágenes, tarjetas ilustradas AbstractIn the special education for autism the mains method of communication is done with images, to make possible the communication between teachers and students, since one of the mains symptoms of this disease are its severe communication problems that presents. After the knowledge of the communication systems -Picture Exchange Comunication System (PECS) -it was noted that there are inconsistency in the symbols used, they don't have neither uniformity nor are visually pleasing. In an attempt to change this, it is proposed a renewal of this system, creating uniform, consistent and appealing symbols. It s essential to the establishment of quality in the illustrated images in autism education. The research will focus on the field of illustration and new illustrations will be created in an attempt to recreate the comunication system implemented nowadays, with the principal aim to making easier and more direct the comunication between autistic children and teachers/ parents/friends. This research seeks a more effective visual communication between autistic children and those around them. It is based on the PECS system in order to standardize the language making the communication more efficient and enjoyable. The illustrations will play an informative role, associated with the PECS system's own lexicon.

Finally, we examine the importance and function of motion graphics inside the game experience and the game contexts in which this communication feature is applied.

Illustrated books and visual activities/experiences are tools that help children's growth up without frustrations, through the education of sight and touch. Within the universe of illustrated books the object-book or interactive book explore the language of arts by creating a visual narrative. From the "Pre-books" to the "unreadable books" by Bruno Munari (1981), where the support is exploited to the limit; the "blank books" and "space books" of Kveta Pacovská, creating architectural spaces through color and volume; game books like "O Cavaleiro Coragem!" by Delphine Chedru that allow the reader to go back in the story and create different narratives; quarterly notebooks by Calouste Gulbenkian Museum "Viva ao Museu" and the magazines "Aprender a Olhar", use short stories for the reader to understand and analyze the works of portuguese and foreign artists through games and activities proposed for reflection, interpretation and creation; games/activities like the creations of Mon Petit Art, Djeco, Mini Labo where the child can explore the three-dimensionality and the game of make-believe; among others. All these references are products of visual and tactile experience, full of stimulations for the children to be able to explore and communicate, linking the twodimensional to the three-dimensional, the rule and the randomness, shape and "no shape".We intend to approach this hybrid concept of book (illustrated/interactive) with a wide perspective since we have come to see that there is an increasing openness to this kind of edition. In fact, you can find this type of book, both in the section of child and adult, in any bookstore. In his article for the Revue Annuelle de la Bibliothèque de Caen, TIRELIVRE, the editor of "MØTUS" considers the success of these products (object-book or interactive book) is due to its reprint or republication. We illustrate our study with portuguese examples of successful interactive books such as Orpheu Mini books "Dias felizes, um imaginário para ler" by Moreau and Laurent and "Caderno de pintura para aprender as cores" by Pascale Estellon. Books that escape the traditional coloring book plan due to the richness of its images. Another example is Planeta Tangerina with the graphical album "Todos fazemos tudo" by Madalena Matoso where the illustrations speak for themselves, without text, where the reader plays with the pages and creates new characters.It is our aim to confirm the adjustment of these proposals to the National Curriculum for Basic Education, where the skills to be worked include, among others: the ability to manipulate and experiment with different materials, shapes and colors, development of personal ways of expressing and representing reality, developing dexterity and his aesthetic sensibility.