Produção de vídeos como ferramenta pedagógica no processo de ensino-aprendizagem na educação do campo

Abstract

The videos and technologies that involve their production are an area of education that is currently expanding at almost the same speed as computers and digital applications, even more quietly. During the last decades, these resources have been shown to be the audiovisual technical environment of greater projection, a trend that continues to increase, probably due to the social interest that this medium has raised. In this context, this dissertation presents the result of a study, based on a research on the practice of video production as a pedagogical tool, working the reality of students of the Integrated State Center of Rural Education of Aguia Branca, in Espirito Santo (CEIER–AB/ES), applied in the format of an educational work with the theme that generates the method of seeing-judge-act-celebrate. This educational unit works full-time and stands out for not being just a school that is located in the field, but that works the principles of field education, having, as an object of teaching, care for the environment and human formation, valuing the relationship of man with land, culture and rural work. Thus, the main objective of this work was to analyze the contribution of video production as a pedagogical tool in the development of the teaching-learning process of students in CEIER–AB/ES. To this end, we sought to investigate the perception of students regarding the production of videos as a teaching-learning tool that stimulates the use of technologies; analyze the benefits of the video tool in the teaching-learning process in field education and identify the contributions of the video tool as an instrument of interaction and appreciation of the reality of the student in the method see–judge–act–celebrate. For a better interpretation of the results of this study, in addition to the literature review, a qualitative approach will be used, considering a method that seeks to study the subject's reality, concerned with social, cultural issues, beliefs, values, meanings and other factors that they cannot be quantified, whose reality is unquantifiable. In addition, this research is also called action research, characterized by the action of this researcher and/or group involved, whichis part of a problematization for the research to be elaborated and conducted.With this study, it was found that the participants learned, in a differentiated way, the content of the agroecology generator theme, as well as the valorization of their reality, through the video production tool.