Oficina educomunicativa de produção de vídeos: construção de significados sobre problemas socioambientais

• Autor(a) principal: Saldanha, Felipe Gustavo Guimarães
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/17615; http://doi.org/10.14393/ufu.di.2016.225
• topic: Educação; Comunicação audiovisual; Desenvolvimento cognitivo; Educação ambiental; Aprendizagem significativa; Educomunicação; Vídeos na educação; Cognitive development; Educommunication; Environmental education; Meaningful learning; Videos in education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aims to analyze the meaning making by Elementary Education students from public schools of Uberlândia (Minas Gerais, Brazil) about the social and environmental problems of their surroundings as of audiovisual reading and expression skills. The theoretical framework is based on constructivism, through the study of contributions about: cognitive development; meaningful learning; cognitive processes and types of knowledge; principles of learning with technology; educommunication focused on critical media literacy; and critical environmental education. The study object is a video production workshop organized in nine meetings, from September to November 2015, attended by 15 students. The following data collection instruments were used: the materials produced by the participants, specifically guided critical media literacy, agenda, script and final video; researcher observations from his role as a mediator; and focal interviews. The analysis was divided into two axes: procedural knowledge – technical skills of critical media literacy and production; and conceptual and metacognitive knowledge – representation of social and environmental problems and metacognitive skills of critical media literacy. Data were coded in the form of a skill evaluation rubric and also in the form of graphs. Thus, despite the time constraints, it is inferred that the workshop helped students to deepen their understanding about the discussed content, which is reinforced by observing in the graphs how the constant progressive differentiation of more inclusive concepts occurred along the meetings. It is further considered that the workshop contributed to the students reflect on their way of learning through critical use of techniques of media literacy and production, which can be seen from the satisfactory learners performance in most elements evaluated by the rubrics, as well as from the success in identifying interlocutors, values and actions in the read and built texts, something revealed by the graphs.