Linguagem audiovisual, metacognição e educação: uma escola quilombola em cena
Teaching in the digital age needs to meet the challenges imposed by changes in the construction of knowledge. Although some theorists of education, of critical tendency, such as Ausubel (1968), Paulo Freire (1996) and Vygotsky (1998), of post-criticism, such as Morin (2003, 2012) and Santaella (2...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/30401 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Teaching in the digital age needs to meet the challenges imposed by changes in the
construction of knowledge. Although some theorists of education, of critical tendency, such
as Ausubel (1968), Paulo Freire (1996) and Vygotsky (1998), of post-criticism, such as
Morin (2003, 2012) and Santaella (2004) defend the hypothesis that when the student is
active in the educational process, develops learning in a more significant way, little is
perceived in these assertive practices as strategies to achieve the success outlined in the
teachers' planning. In this perspective, this thesis aimed to describe the development of a
research theme that resulted in a Didactic Sequence centered on the audiovisual language as
a metacognitive process of learning development. Through the qualitative, descriptive and
exploratory approach, action research, based on Tripp (2005), was adopted as a
methodological option. The empirical research was carried out at the Municipal School
Sérgio Varela, located in the rural area of Ceará-Mirim/RN, district of the Quilombola
Community of Coqueiros. The individuals in the research were 28 students, with average
age between 9 and 14 years old, that attend the 4th grade. The research was developed in
four stages, namely: proposition of the activity to commemorate Black Awareness Month,
choice of title for the research theme, conducting a video workshop and Knowledge
Organization (OC) in a Didactic Sequence (SD). The data were recorded through
systematic notes of observations made in the professor's research diary. At the end of the
research it was possible to verify that the production of the video was configured as an
effective strategy of learning and metacognition, because it awakened in the students the
necessary sensitivity to the process of knowing, enabled greater engagement and active
participation in the proposed activities and made the process reflection on the actions
carried out culminated in meaningful learning. |
|---|