Luz, câmera, educa-ação: do processo às poéticas visuais

Abstract

The present project aims to investigate and present the data from the research Light, Camera, Educa-Action: From Process to Visual Poetics, carried out in the New High School in the Basic General Education component of Art and in the Elective in a public school in the Federal District. The general objective was to investigate the reflections of collaborative work on teaching and learning with the production of audiovisuals in the format of short films in school. The research was developed in the teaching project Light, Camera, Educa-Action based on the pedagogical praxis built by theory and practice with activities carried out through interdisciplinary and integration of artistic languages for the collective construction of visual poetics, aiming at youth protagonism and autonomy, collaborative learning, hypermediatic dialogue, with resources of digital technologies mediated by the teacher. The theoretical and methodological foundations mainly recur to Art as Experience (DEWEY, 2010), the Triangular Approach (BARBOSA, 2014), the Pedagogy of the Oppressed (FREIRE, 1987), and Active Methodologies (MORAN and BACICH, 2018), among others, with perspectives on aesthetic, emancipatory, and cultural experiences. This is a qualitative research, whose methodology adopted is the action research (THIOLLENT, 2011) in consonance with A/R/Tography (IRWIN, 2013), using semi-structured questionnaires and observation grids. Therefore, I present in section A, the Foundation; in section B, the Methodological Approaches; in C, the methodological teaching procedures, the artistic creation, and production process; and in D, the data analysis, and finally, the final considerations.