Produção de vídeo estudantil e formação docente: desafios e potencialidades sob a ótica de professores/as da educação básica

Abstract

Technological advancement has contributed to individuals transitioning from being mere spectators to becoming video producers, a movement that has also impacted schools. However, it is noticeable that teacher training programs still do not include subjects that address student video production as a pedagogical activity. Nevertheless, in Brazil, there are numerous festivals and exhibitions of student videos created by teachers in basic education. In this sense, this thesis sought to understand these teachers who do not have specific training to work with digital technologies, such as video recording, editing, storage, and pedagogical dissemination but still produce videos in the schools where they work with their students. The research is divided into seven chapters in which the researcher's connection to education and student video production is presented, along with teacher training and technology use. It also explores the relationship between cinema and education, technological advancement, and student video production. The methodology used in the investigation, data analysis, and the conclusion of the work are also presented. The research aimed to answer the following question: How do teachers in basic education produce student videos with their students? To this end, a qualitative research was conducted in the collection of the Student Video Production Laboratory at the Federal University of Pelotas, which has more than four thousand contacts of teachers working with student video production in Brazil. The research had a case study approach, using semistructured individual interviews as the data collection instrument, through online meetings with the research subjects. One teacher from each region of Brazil was selected according to pre-established criteria. From the results obtained, categories and subcategories emerged: Innovation, Training, Management, Affection (Teacherstudent relationship, Student and reality), and Student Video Production (Practice with Student Video Production and Student Video Production as a methodology). The analyses present the teachers' perspectives on the classroom reality they experience, showing that to produce videos with their students, they faced technical and methodological difficulties, prejudice, fear of innovation, working conditions, among others. However, with the development and improvement of pedagogical practices, they discovered the potential of this strategy in their teaching practice. The interviewed teachers believe that student video production is an activity that can enhance education, making learning dynamic and enjoyable.