Video production as a pedagogical practice in the teaching-learning process

• Autor(a) principal: Pereira, Josias
• Data de Publicação: 2018
• Outros Autores: Kovalscki, Adriana, Silva, Jaqueline Antunes da, Brignol, Josiane de Moraes, Lino, Viviane Peres de Jesus
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/565
• topic: Gravação em vídeo; Ensino-aprendizagem; Neurociência; Letramento tecnológico; Video Production; Learning Process; Neuroscience.

This paper presents the results of a research aimed at reflecting upon the way(s) a video production contributes to elementary school-students’ autonomy in the learning process. Some emerging theories were accounted for in order to shed light into this educational practice; among them are Neuroscience and Multiliteracies. The research was carried out in two of the southernmost cities of Rio Grande do Sul–Capão do Leão and São Lourenço do Sul–with 8th-and 9th-graders who produced the videos in their own schools. This is a qualitative research, which has employed the case study as a research strategy. For data collection, an open-ended questionnaire was designed and implemented. Data analysis was conducted according to Bardin’s (2004) category analysis for content, thus having three theme categories established: creativity, emotion, and collaborative practice. The results of this research made it possible to confirm that the practices involved in video production in a school setting promote students’ autonomy and their critical empowerment. This occurred in such a way that each pupil was able to critically and collectively interpret their immediate world and cultural environment.