Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Rupp, Lucila Lerro
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| Orientador(a): |
Almeida, Fernando José de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/30958
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Resumo: |
The thesis seeks to explain possible integrations between the school curriculum and audiovisual language. The objective of the study is to reveal how audiovisual production, widely disseminated and used by students, operates a critical and effective dialogue among young people, the curriculum and the school. It is an action research, which uses smartphone technology to induce audiovisual experiences in which students can reflect on school, school knowledge, their perspectives and life projects. The study is carried out in a state school located in Paraisópolis, the second largest favela (slum) in terms of number of inhabitants in the city of São Paulo. In 2021, during the COVID-19 pandemic, the school was transformed into a reception center for patients with mild symptoms of the disease. Developed in three stages, due to the limitations imposed by the pandemic, the research analyzes videos made by high school students from a phenomenological perspective, which offers instruments for the search for understanding how students project and represent the classroom, the school, the teachers, the favela, resistance, solidarity, school knowledge and their life projects. The analysis of those videos, as well as the comparison between those productions and texts written by the same students and interviews answered by them, demonstrates that the audiovisual can be explored in the school curriculum as a language capable of translating the students' conceptions of the world |
