O ouvido educado: a audição de documentários radiofônicos em salas de aula de ensino médio sob o prisma da cultura do ouvir e da teoria da complexidade

• Autor(a) principal: Sá, Carlos Eduardo de Almeida
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/tede/handle/tede/562
• topic: Educação; Complexidade; Cultura do Ouvir; Rádio; Documentário Radiofônico; Ensino Médio; Education; Complexity; Culture of Listening; Radio; Radio Documentary; High School; CIENCIAS HUMANAS::EDUCACAO

The aim of this thesis is to first perform an analysis of the crisis of the visuality in post-modernity. As an alternative to think about another sense other than vision, the present study aims to propose the culture of listening in high school classrooms, using radio documentary as a resource for this practice, thus observing where and how we can cultivate listening. We begin with the issue that is necessary and important to develop educational activities in the classrooms aimed at developing this culture and we propose to investigate which contribution we would obtain using this radio format. We started from the hypothesis that it is possible and necessary to develop the culture of listening and we believe that radio documentary is well suited in this case, according to its peculiarities. Theoretical research and field research along with the analysis of collected data was performed. The subjects of this study were twenty high school students from Escola Estadual Anhanguera, located in Lapa neighborhood in São Paulo, selected at random and accompanied by a teacher who also contributed with her discussion. The reference of this research articulates the theory of complex thinking with the culture of listening. Among the results obtained with the research we can highlight hearing this radio play can provide the filling of a possible silence in the school environment and the oral language expression of subjectivities aspects of cultural imprinting of participants. The research also led to a clarification of the importance of disruptions across disciplinary boundaries, and challenge the teacher to reconsider their senses in today s age.