O uso Pedagógico da Linguagem Audiovisual: Contribuições de um material instrucional para as práticas educativas de professores de ensino médio integrado

Abstract

The present dissertation discusses the research results on how a specific Instructional Material can contribute to the Integrated High School teachers' perception of how the Audiovisual Language is better applied as a pedagogical tool in instructional videos. This research – on the Educational Practices in PTE line – as a guiding question: If integrated education teachers understand the Audiovisual Language more deeply, can they visualize new ways for producing and using audiovisual resources in agreement with PTE practices? To achieve this objective had been necessary to find ways to fill the gaps between the need/or desire to use this resource and the knowledge differences from the traditional classroom. In this context, studies were conducted in different areas– such as Communication Sciences, Media that already use Audiovisual Language, Sense Physiology, Educational Theories, Cognitive Theory of Multimedia Learning, and Cognitive Neuroscience – resulting in assumptions that gave rise to an Associative-Analytic Methodology for Instructional Video (AAMIV), as an option a practical option to start using Audiovisual Language in instructional videos. As an Educational Product, we developed a video series divided into three sections: Concepts, Techniques, and Educative practices. In addition, we have developed a Practical Guide that outlines the fundamental points of the video series. This study employs a qualitative content analysis approach with a descriptive-explanatory and interventional nature. This study utilizes a qualitative content analysis approach with a descriptive-explanatory and interventional nature. The research had the following stages: bibliographic research; development of the educational product; semi-structured interview with teachers before application of the product monitoring the progress of the teacher's experience with the instructional material; another semi-structured interview after application; and analysis of the results – The research involved twelve teachers from two campuses of the Instituto Federal de Mato Grosso do Sul (IFMS). The main results indicate that, before accessing the educational product, The teachers demonstrated some knowledge of Audiovisual Language, but not enough to make them feel confident about using it to create a video lesson. Therefore, this resource was just an alternative to the traditional classroom, without considering its possibilities of use in Educative Practices. After the application, it was possible to notice that the teachers were able to differentiate concepts related to Audiovisual Language, no longer seeing the video classes as just an alternative to traditional classes and considering them as something that can be present in the most diverse educational practices, both as a principal element and as support for other activities. Thus, we saw that the teachers increased their understanding of transposing their presential classes to video classes, using language appropriate to audiovisual media, enhancing this resource, and demonstrating an intention to integrate it into their educative practices.