Banca de DEFESA: CIRO DIAS

TEACHING PHILOSOPHY THROUGH AUDIOVISUAL PRODUCTION

Teaching of Philosophy. Audiovisual Language. Video production.

The use of digital technology in the classroom can bring innovation to the practice of teaching and learning. The use of digital media, especially video, can contribute to awakening students' creativity. The problematic of this research is inserted in the difficulties of didactic transposition of the Humanist area, in which Philosophy is inserted, for the context of teaching and learning. Many students do not understand the importance of the philosophy discipline, and the teacher needs to develop, in a motivating and dynamic way, the autonomy and reflection of the student's thinking. The general objective of this work is to create a methodological proposal with the objective of teaching to philosophize through audiovisual production. As for the methodology, the research has a qualitative approach with characteristics of an action research, with the purpose of investigating and documenting a real learning situation through the production of audiovisuals and a methodological intervention through a didactic sequence. The subjects of the research are students of the second year of high school, from the state school Senador Dinarte Mariz, located in the east zone of Natal/RN. The instruments used were the conversation wheel and the questionnaires. This work has the purpose of developing a methodological intervention for the philosophy teacher, through the product originated from the research, allowing a greater dynamic in the teaching process, seeking to make the classes more dynamic and attractive, valuing the students' previous knowledge and making -them to reflect and learn through their productions. At the end of the research, through data analysis, it was found that the methodological proposal is a possible strategy. This work is characterized as a contribution to the area of Educational Technology and to the teaching of Philosophy. The results indicate that the audiovisual production activity carried out by the students promoted engagement and creativity in philosophy learning and gave them the opportunity to be the main actor in their learning process. The product consisted of the elaboration of a guide for philosophy teachers.