Abstract
This study aimed to study the influences of the pedagogical use of audio and video media by students in the production of educational content, using Internet research, reflections on the information and the recording of audio and video by secondary school students themselves in a public school in Rio Grande do Sul. The main question sought to answer how to use multisemiotic literacies of reading, writing, pictures, photos, audio and video production of school content to obtain meaningful learning. Preliminary results indicate a gradual increase in motivation and reflection of students by research, reading and writing the information in the teaching of the Portuguese language and literature. The experience has also shown the need for teacher training for the pedagogical use of communication, interaction and collaboration environments in social networks and technical training in the use of audio and video media in the classroom. The positive points observed in the research are the improvement of the capacity for reflection, motivation for contextual research, use of social networks as a communication and collaboration environment in group work, production of educational materials in audio and video media, improved self-criti- cism due to physical exposure of the students in the videos, speaking in public and 360? assessment performed by the students.
Highlights
Interdisciplinary teaching practices are part of a big picture of educational social movements, which increasingly seeking more discussion on the solutions to basic education, primary and secondary in Brazil
Note that this article aims to propose a working strategy that uses interdisciplinarity as a factor adding to the pedagogical practices of teachers
In this article we describe the pedagogical use of web radio through the exhibition of student work from audios and videos made in the classroom
Summary
Interdisciplinary teaching practices are part of a big picture of educational social movements, which increasingly seeking more discussion on the solutions to basic education, primary and secondary in Brazil. The formation of education professionals has been the keynote of studies of researchers from all over the world and an interdisciplinary perspective, since it is in the daily lives of teachers and students, interdisciplinarity is in different multisemiotic literacies (reading, writing, pictures, photos, audio and video), and the school is sought to stabilize a system of theoretical and methodological propositions that can cope with the curriculum content through the prerogative that the areas of knowledge come together to establish themselves as processes of teaching, construction of syllabus and didactic regulations, and as a classroom practices, with the presence of two or more teachers, in the same physical and subjective space of the subject, enabling a more active student participation and the opportunity of a universe changes arising from the sharp practice of collective thought To make this possible rapprochement between the fields of knowledge and to seek an epistemological apology to justify the different shades of educational practices in the management structures of formal education, courses are necessary to conceptualize some features of this education that seeks to investigate. The term appears as “inter- and transdisciplinary”, according to Jean Piaget, which shall “represent a new horizon of studies for the differential treatment of complex problems and attempt to overcome the limits of focused knowledge, uniquely, in unidisciplinary paradigm” (Philippi, 2011: p. 178)
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