Socioformação audiovisual: a construção de uma socioeducação em rede como possível caminho para uma Educação Libertadora

• Ano de defesa: 2023
• Autor(a) principal: Nunes, Everton de Almeida
• Orientador(a): Lucena, Simone
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação - finalidades e objetivos; Ensino audiovisual; Tecnologia educacional; Ensino - metodologia; Etnologia; Educação - aspectos sociais; Educação multicultural; Socioformação; Socioeducação audiovisual; Metodologia da socioimplicação; Autoetnografia multirreferencial
• Palavras-chave em Inglês: Socioformation; Audiovisual socioeducation; Socioimplication methodology; Multireferential autoethnography
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18814

The socio-education defended and shared, in this research, is based on sociability, in a socializing perspective, built by paths of a pedagogy of the look, which integrates formal, nonformal or informal spaces of education, in addition to dialoguing with contemporary digital cultures. In this sense, the research started from the following questions: how to provide a significant social formation for the main actors of the education and socio-education processes, inside or outside the school, using the audiovisual as an axis for the transformation of the look on the social? How to build a socio-educational base, anchored in a transdisciplinary socioeducation, that helps to re-signify the curricula of formal, non-formal and informal spaces of education? Based on these questions, the general objective was to promote, in socio-training cycles with the various socio-cultural actors, using the audiovisual as a didactic-methodological resource, a socio-education network that encourages the insertion of social themes as an essential part of the curricula in the different educational spaces. As a methodology, a 'Multireferential Autoethnography' was elaborated, inspired by Heider's autoethnography (1975) and anchored in the epistemology of multi-referentiality, based on the ideas of Ardoino (1998). In terms of methodologies, some bi-collages took place to better build know-how in relation to the Socio-formational universe constructed: Research-training from Josso (2002) and Macedo (2021), Research-training in Cyberculture, dialoguing with the ideas of Santos ( 2014) and the Theory in/of/with everyday life designed by Certeau (1998) and by Alves (2008). The sociocultural actors participating in this investigation were heterogeneous, including public school teachers, higher education teachers, community members, children and adolescents from CRAS. The research enabled the construction of guiding notions, through a 'Socioimplication', which consists of the analysis of a previous socio-formational path involved, listening to the meanings that the socio-cultural actors attribute to the experiences, in order to build the didactic- methodological aspects and improve teaching 'po-ethics' in subsequent socio-training processes. The emerging guiding notions pointed out that the constructed didactic-methodological choices fostered a critical and humanizing socio-training; based on educations (plural); in the sociocultural reprogramming and re-signification of everyday structures; as a pedagogy of looking at oneself and the world and awakening emancipation, autonomy, transformation and freedom. From this look at a path already covered, as a result of the interpretation of the data, subsuming notions emerged that became the basis of sociotraining: Authorization, Empowerment, Protagonism, Authorship and Emancipation. Thus, it is concluded that, in the context of socioformation, these stages are presuppositions for a resignification of the gaze of sociocultural a(u)tores in relation to themselves and the world that crosses them, configured as possible paths for those who want to work with a liberating socioeducation.