Processo de produção de vídeo autoral discente como recurso de aprendizagem a partir do planejamento prévio de mapa conceitual no curso de Pedagogia da Ufal e no âmbito da educação remota

Abstract

Digital culture has provided alternatives to textual language as to how to communicate in the educational context. Thus, there is a growing use of audiovisual language to expose content, featuring a vertical and long discourse predominant in video classes. This scenario occurs at the expense of video learning resources that can mobilize the student in the construction of knowledge, from their authorship. Therefore, the objective of the research was to analyze how pedagogy academics produce videos planned through concept maps. The research takes place in the midst of a dispersed concentration that permeates digital culture in a heterotopic space, giving the student the opportunity to keep the focus on the development of their succinct thinking through the concept map for the elaboration of short videos and contributing to the process of meaningful learning and authorship in a collaborative way. The proposition of the thesis is that the previous information developed in the conceptual map, when extended in the discourse of the video, can contribute to the student's learning process and the authorship evidences from their audiovisual production. For this, a case study was carried out with thirty-eight students (divided into 9 groups) from a technology remote discipline, who developed the activities and at the end expressed their opinions in a questionnaire about the dynamics developed. Despite the asymmetry in the results between the groups, since each one has its own rhythm and learning process, the research showed that this dynamic presents itself as a potential. This is because it was possible to perceive the development the authorship evidences, in which it was witnessed own and explicit intertextuality, and distance maintained in relation to the text itself, especially when in the presence of dialogic communication; and also expansion of the initial view of the map, bringing new information, in a second perception of the content when producing the video. This contributed to the student's learning process, regardless of the conceptual scope of the first perception of the content exposed in a graphic way. In total, 22 conceptual expansions were found, distributed among the groups. In this way, the research was an opportunity for the students to take the first step in developing their language skills, in the detachment from the text and the construction of its identity, for learning and authorship are part of a process to be developed with each experience and not from a single stimulus. The research concluded that regardless of the graphic mapping, your construction process should be valued, otherwise, the student's learning process is discarded, that is, the effort employed in organizing elements of the content studied according to their thinking. Survey data showed that students approved that producing videos from maps and short video apps facilitates their production, minimizes the worry of memorizing long discourse, favors more objective discourses and minimizes shyness through effects (filters and masks), although hardly anyone used it for that purpose. Therefore, the thesis unfolds to the following synthesis: the previous information when synthesized and deepened in the conceptual map and extended in the discourse of the video in a dialogic and detached way, can contribute to the student's learning process and to the authorship evidences from their audiovisual production.