Análise da estética da gravação de videoaulas

• Ano de defesa: 2023
• Autor(a) principal: Santana, Jérfeson Leandro Pereira de
• Orientador(a): Andrade, Carla Borges de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Desenho Cultura e Interatividade
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Estética; Videoaula; Produção multimídia; Análise fílmica; Tecnologias da educação
• Palavras-chave em Inglês: Aesthetics; Video lecture; Multimedia production; Film analysis; Educational technologies
• Área do conhecimento CNPq: DESENHO INDUSTRIAL::DESENHO DE PRODUTO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1548

The process of recording video lectures has been troubling us for some time, mainly the difficulties that teachers show in mastering the technical and aesthetic elements of audiovisual composition. During the COVID-19 pandemic, these difficulties became even more evident. So, we wanted to understand how the aesthetics of recording video lectures is manifested, based on the use of technologies available in the teachers' homes. For this, we followed the path of the qualitative approach, and adopted the methods of bibliographic research and film analysis. Thus, first we listed the aesthetic elements necessary for recording video lectures, and then we selected four classes, which would be subject to our analysis, which consisted of decomposing each of them, in order to understand how the technical and aesthetic elements came together to form this audiovisual. During the investigative journey, it was proven that teachers need other skills, in addition to teaching, to produce their lessons, such as: aesthetic composition, audiovisual technologies, and multimedia production. The research also showed that the aesthetics of video lecture recording that teachers seek is influenced by film and television theories and techniques, in part, because the video lecture is an audiovisual originating from these original languages. On the other hand, as we are previously accustomed to the language of television and, through a process of assimilation, we bring the production of a video lecture closer to this language. Thus, we found after the analyses that whether it is a video lecture recorded in a studio or an amateur video lecture recorded in the teacher's residence, both are inspired by the same sources and try to mimic the aesthetics of film and television productions.