Educomunicação socioambiental: experimentações com audiovisual no Ensino Médio
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Data
2016-09
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Mazzarino, Jane Márcia
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Resumo
Esta dissertação aborda a apropriação da educomunicação socioambiental com grupos escolares. A educomunicação em escolas é considerada uma forma de realizar trabalhos colaborativos entre os professores e os estudantes, independente da faixa etária ou rede escolar aos quais estes pertençam. Considera-se que os educadores podem se apropriar da área videográfica e sua linguagem. Gerando um processo de cidadania e construção coletiva. Problematiza-se como os meios audiovisuais podem auxiliar na democratização da comunicação a partir de um processo educomunicativo no Ensino Médio? Como os princípios de educomunicação se estabelecem neste processo? Estas questões combinam-se na constituição do problema de pesquisa. O objetivo geral deste estudo é investigar o uso da linguagem audiovisual em um processo de educomunicação socioambiental no ambiente escolar. Esta pesquisa justifica-se pela percepção da necessidade da escola ampliar o uso de métodos no processo educativo, utilizando-se da linguagem audiovisual, a qual exerce fascínio nos estudantes contemporâneos. Este trabalho vai ao encontro de pressupostos de programas nacionais ligados à área ambiental e educomunicacional, como os Parâmetros Curriculares Nacionais, a Política Nacional de Educação Ambiental, Política Nacional do Meio Ambiente e o Programa Nacional de Educação Ambiental. O trabalho de campo foi desenvolvido em Lajeado/RS no primeiro semestre de 2015. Incluiu alunos e docentes de duas instituições de Ensino Médio, Colégio Estadual Presidente Castelo Branco e Escola Estadual de Ensino Médio Santo Antônio. O método é qualitativo baseado na pesquisa ação-participante. Realizaram-se 18 encontros que abordaram temas ambientais, noções para produções audiovisuais, como roteirização, captação e edição. O resultado apontou que os meios audiovisuais foram uma estratégia que seduziu e possibilitou a democratização da comunicação por meio de um processo educomunicativo no espaço escolar. E que os princípios norteadores da educomunicação socioambiental emergiram no processo de modo natural, sendo os que mais evidenciaram-se foram o diálogo permanente e continuado, a interatividade e produção participativa de conteúdos, a não discriminação e o respeito à individualidade e diversidade humana. As práticas relatadas neste estudo apontam para o exercício educomunicativo relacionados a diferentes ecossistemas educomunicativos. Por meio das artes, construiu-se uma narrativa imagética. Realizou-se um processo pedagógico com uso didático das tecnologias de comunicação. Também os envolvidos foram educados para comunicar em grupo sobre seus modos de compreender a realidade que vivem, nos ambientes do bairro e da escola. Certamente ocorreu um processo de mediação tecnológica, já que manipularam equipamentos pouco comuns ao seu cotidiano, refletindo sobre modos de contar uma história por meio deles (roteirizar, captar imagens e editar). Da parte do mediador, exercitou-se a reflexão epistemológica.
This dissertation discusses the use of social and environmental educommunication with school groups. The educommunication in schools is considered a form of conduct collaborative work between teachers and students, regardless of age or the school network to which they belong these. It is considered that educators can take ownership of videographic area and its language. Generating a process of citizenship and collective construction. It discusses as the audiovisual media can help in the democratization of communication from a educommunication process in high school? As the principles of educommunication are established in this process? These issues combine the constitution of the research problem. The aim of this study is to investigate the use of audiovisual language in a process of social and environmental educommunication in the school environment. The aim of this study is to investigate the use of audiovisual language in a process of social and environmental educommunication in the school environment. This research is justified by the perception of the school need to expand the use of methods in the educational process, using the audiovisual language, which exerts fascination in contemporary students. This work is consistent with assumptions of national programs related to environmental and educommunication area, such as the National Curriculum Parameters, the National Environmental Education Policy, National Environmental Policy and the National Environmental Education Program. Fieldwork was conducted in Lajeado / RS in the first half of 2015. And included teachers and students of both High School Institutions, Castelo Branco President College and Santo Antônio High School. The method is qualitative and based by action-research participant. Was realized eighteen meetings thar had aboard environmental issues, notions for audiovisual productions, like routing, captation and edition. Result shows that audiovisual media were a strategy that enticed and enabled the democratization of communication by a educommunication process in the school environment. And that the guiding principles of social and environmental educommunication emerged in a natural way process, and those who showed up were more permanent and ongoing dialogue, interactivity and participatory content production, non-discrimination and respect for individuality and human diversity. The practices reported in this study indicate the educommunication exercise related to different educommunication ecosystems. Through the arts, built a narrative imagery. It held an educational process didactic use of communication technologies. Involved people have been trained to communicate in groups about their ways of understanding the reality we live in the neighborhood and school environments. Certainly there was a process of technological mediation, as manipulated unusual equipment to their daily lives, reflecting on ways to tell a story through them (how to build the script, capture and edit images). Of the mediator part, has exercised to epistemological reflection.
This dissertation discusses the use of social and environmental educommunication with school groups. The educommunication in schools is considered a form of conduct collaborative work between teachers and students, regardless of age or the school network to which they belong these. It is considered that educators can take ownership of videographic area and its language. Generating a process of citizenship and collective construction. It discusses as the audiovisual media can help in the democratization of communication from a educommunication process in high school? As the principles of educommunication are established in this process? These issues combine the constitution of the research problem. The aim of this study is to investigate the use of audiovisual language in a process of social and environmental educommunication in the school environment. The aim of this study is to investigate the use of audiovisual language in a process of social and environmental educommunication in the school environment. This research is justified by the perception of the school need to expand the use of methods in the educational process, using the audiovisual language, which exerts fascination in contemporary students. This work is consistent with assumptions of national programs related to environmental and educommunication area, such as the National Curriculum Parameters, the National Environmental Education Policy, National Environmental Policy and the National Environmental Education Program. Fieldwork was conducted in Lajeado / RS in the first half of 2015. And included teachers and students of both High School Institutions, Castelo Branco President College and Santo Antônio High School. The method is qualitative and based by action-research participant. Was realized eighteen meetings thar had aboard environmental issues, notions for audiovisual productions, like routing, captation and edition. Result shows that audiovisual media were a strategy that enticed and enabled the democratization of communication by a educommunication process in the school environment. And that the guiding principles of social and environmental educommunication emerged in a natural way process, and those who showed up were more permanent and ongoing dialogue, interactivity and participatory content production, non-discrimination and respect for individuality and human diversity. The practices reported in this study indicate the educommunication exercise related to different educommunication ecosystems. Through the arts, built a narrative imagery. It held an educational process didactic use of communication technologies. Involved people have been trained to communicate in groups about their ways of understanding the reality we live in the neighborhood and school environments. Certainly there was a process of technological mediation, as manipulated unusual equipment to their daily lives, reflecting on ways to tell a story through them (how to build the script, capture and edit images). Of the mediator part, has exercised to epistemological reflection.
Descrição
Palavras-chave
Educomunicação; Educomunicação Socioambiental; Produção audiovisual; Escola; Ensino Médio
Citação
STAUDT, Marcus Vinícius. Educomunicação socioambiental: experimentações com audiovisual no Ensino Médio. 2016. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 07 jan. 2016. Disponível em: http://hdl.handle.net/10737/1083.