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Título: AUDIOVISUAL PRODUCTION IN A MUNICIPAL SCHOOL OF RIO DE JANEIRO: AUDIOVISUAL PEDAGOGY AND SOCIOCOGNITIVE SKILLS
Instituição: PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO - PUC-RIO
Autor(es): MIRNA JULIANA SANTOS FONSECA

Colaborador(es):  ROSALIA MARIA DUARTE - Orientador
Número do Conteúdo: 43998
Catalogação:  21/08/2019 Idioma(s):  PORTUGUESE - BRAZIL

Tipo:  TEXT Subtipo:  THESIS
Natureza:  SCHOLARLY PUBLICATION
Nota:  Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
Referência [pt]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=43998@1
Referência [en]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=43998@2
Referência DOI:  https://doi.org/10.17771/PUCRio.acad.43998

Resumo:
The aim of the research was to describe and analyze the teaching-learning process of the audiovisual language in the school, seeking to identify the knowledge and skills developed by the students in this process. For this, observations were made of the activities carried out in a video workshop given to students of the 2nd elementary school segment in a municipal public school in Rio de Janeiro, during the year 2017. In order to record the observations, field diary and audio recordings of classes. In addition, a protocol with indicators of attitudes, knowledge and skills acquired by workshop participants was constructed and used in relation to: teamwork and accomplishment/ fulfillment/ resolution of joint tasks, empathy capacity, activity/task planning for medium and long term, ability to argue and listen to the other, organization of tasks in different stages, and transcoding of languages. Semi-structured interviews were also conducted with the workshop teacher, other school teachers, the principal, and the students participating in the workshop. It was also sought to analyze the audiovisual pedagogy adopted by the teacher in the process of audiovisual production investigated, identifying procedures and theoretical and methodological assumptions that integrate it, in light of the reference literature on the subject. In this analysis, the research took as reference two theoretical aspects that guide pedagogical processes of audiovisual production in school: theory and practice of teaching cinema and theory and practice in media education. The perspectives are understood here as complementary to the audiovisual production in the school, and can be accessed by teachers according to their objectives. The pedagogy of the teacher starts with the generation of ideas, script writing, division of roles and filming, and is analyzed as a proposal closer to the assumptions of media education when trying to simulate the creation of a film. The analysis of its methodology indicates that the writing process of the script proposing collective creation and the expression of ideas, thus meeting the objectives of the teacher, but let himself fulfill important parts for an experience with the production of films in school, such as the analysis and discussions of films and the edition and presentation of the film produced by the group. Sociocognitive skills promoted in this video workshop were: teamwork, empathy and ability of arguments. The skills concerning the planning and organization of tasks and transcoding of languages were not verified in this workshop, as well as skills related to audiovisual production. These data are related to the greatest attention to the construction of the script, with a little time dedicated to the filming and visualization of the material produced.

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