Criação de videoaulas enquanto prática do multiletramento digital: uma proposta de formação voltada aos docentes

• Ano de defesa: 2024
• Autor(a) principal: Silva, Daniela de Morais
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Formação docente; Videoaulas; Letramento digital; Teacher training; Video classes; Digital literacy; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://repositorio.ufc.br/handle/riufc/79628

Information and Communication Digital Technologies (TDICs) are fundamental components of contemporary society, permeating it increasingly and transforming it significantly. The changes caused by these technologies are observed in various areas, including education, as the way we access information, build knowledge, learn, and teach has been profoundly altered in the current technological context. Today, there are numerous types of Digital Educational Resources (REDs) available for free, which allow people with access to digital devices to learn whatever they want, whenever they want. Among these resources, video lessons stand out, whose popularity, combined with the rich audiovisual language, makes them teaching tools with great potential to significantly contribute to the teaching and learning process. This new reality demands reflections on the role of formal educational institutions and teachers, who need to prepare citizens capable of acting actively in contemporary society. This objective can only be achieved by ensuring that students are capable of using ICDTs critically. To this end, it is necessary to provide teachers with training that develops skills related to digital literacy, enabling them to meet the demands of their students. Considering this context, this research aimed to develop a theoretical practical workshop for creating video lessons, simultaneously seeking to train participants in producing their own educational videos and in exercising specific digital literacy skills. To achieve this goal, case study and observation methodologies were used, with the application of questionnaires as a data collection tool during the video lesson creation workshop for students of a Pedagogy undergraduate course. Among the results obtained, the following stand out: the production and publication of an article identifying proposals for teacher training in the development of DERs; the development and validation of a methodological proposal for creating video lessons; the fulfillment of the workshop's objective, which resulted in the production of ten original video lessons by the participants; and, finally, the creation of an educational product in the form of a video lesson, presenting the proposed methodology applied in the workshop.