Produção de conteúdo audiovisual na educação online: análise da prática docente.

Abstract

The thesis analyzes the context of audiovisual content production by teachers in/for online education. Its general objective is to analyze how a group of teachers describes their experiences in the production of audiovisual content in online education, identifying the technical, didactic and communicational characteristics of performance and the repercussions of these productions on their professional performance, for students, the discipline and the course. Based on this general objective, three specific objectives were defined to guide the research: 1) identify the technical, didactic characteristics and communication performance in the videos produced by a group of online education teachers; 2) analyze how a group of teachers sees their practices in the production of audiovisual content in/for online education, considering the technical-didactic aspects and their communicational performance; 3) analyze how a group of online education teachers evaluate the repercussions of the videos they produce in their disciplines for their professional performance, for the students and for the discipline and the course. To meet the aforementioned objectives, concepts and foundations of cyberculture, content production in digital culture, audiovisual production in education, online education and knowledge and teaching production were used as theoretical contributions. The method used was qualitative, descriptive and analytical, and the method adopted for data analysis was Content Analysis. The thesis was produced in multi-paper format. The first study described in article I indicated that the productions have technical characteristics specific to the cybercultural context of audiovisual production; didactic diversification that combines the audiovisual format with the particularities of the content and the discipline and specific forms of teacher/student communication in the didactic dialogue mediated by audiovisual language. In the analysis of the data of the article II, common characteristics were identified in the teachers' speeches in terms of their relationship with the technique, the didactic and with the communicational aspects that make up the production process of audiovisual content in online education. The teachers showed little familiarity, skill and knowledge in terms of technologies, video production technique and audiovisual language, but they also showed that they felt encouraged to learn and broaden their experiences. In article III we identify that, even in the face of all the difficulties derived from the lack of knowledge of the technique and technology of content production in audiovisual language, there is recognition of the efforts of teachers based on the positive assessments perceived in the feedback, both from colleagues and students, as well as course directors. The production of audiovisual content was presented as a motivating aspect of new teaching practices both in online education and in other forms of education. With this path, the research concluded that the analysis of the production of audiovisual content by teachers in/for online education propos d in this thesis opens precedents to think theoretically and methodologically about the production of videos as a didactic resource in the context cybercultural, since the learning that has occurred influences the construction of professional identity and teaching knowledge that is reflected in their performance in any educational context, whether online or face-to-face. The evaluation of the professors on their practice in the production of videos, and on the repercussions of the videos for their professional growth, as well as for the students, the discipline and the course, from their experience and experiences in the production process, offers this educational modality relevant reflections for the generation of new methodologies, support for teachers and didactic pedagogical organization of subjects and courses.