As tecnologias da informação e comunicação no campo das artes: o audiovisual como mediação pedagógica do conhecimento

Abstract

This study aims to certify that audiovisuals promote knowledge. We are interested in knowing: how are pedagogical links present in audiovisual mediators as mediators of pedagogical action in favor of knowledge in the formative process? Therefore, we have as general objective: to analyze the information and communication technologies in the field of arts as a propeller of visual culture, through the use of audiovisuals as pedagogical mediation of knowledge in the classroom. And more specifically, identify audiovisual as an important pedagogical resource for knowledge mediation; highlight the presence of art in the process of audiovisual creation; use content analysis as a methodological instrument of research development and, finally, describe the categories that permeate the audiovisual pedagogical links that will be worked out in the classroom through content analysis. The theoretical/methodological framework is permeated by reflections on communication and information technology Ramos and Bueno (2019); Jordan (2009) and others more. The methodological instrument of qualitative research is content analysis (BARDIN, 2004); audiovisual as a pedagogical resource Santaella (2008); Carlos (2010) and other authors. The findings were the categories of analysis of discursive practices related to audiovisual as a mediator of knowledge; methodological and didactic procedure; mediator of reflection, curiosity and technological resource. These were the findings, after conducting the research, to learn from students who had at the beginning of their classes audiovisual as an introduction to the content to be studied. In this way, education is understood as a social complex; the visual image as a cultural / digital artifact that disseminates knowledge and art in the digital creative process of audiovisual, in general, all this is present, existing and noticeable in audiovisuals, which are used pedagogically to mediate the production of knowledge in the context. higher education, for example.