Proposta metodológica de ensinar a filosofar por meio da produção audiovisual

Abstract

The use of digital technology in the classroom, especially video, can bring innovation to the practice of teaching and learning, in addition to contributing to awakening students' creativity. The problem of this research is inserted in the difficulties of didactic transposition of the large area of Applied Human and Social Sciences, in which Philosophy is inserted, to the context of teaching and learning. Many students do not understand the importance of the philosophy discipline, and the teacher needs to stimulate, in a motivating and dynamic way, the autonomy and reflection of the student's thinking. The general objective of this work is to present a methodological proposal of teaching to philosophize through audiovisual production, the specific objectives are: i) Elaborate the planning of the video scripts together with the students; ii) Monitor the production of videos by students; iii) Evaluate the students' video production; iv) Produce a didactic guide for Philosophy teachers. As for the methodology, the research has a qualitative approach with nuances 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, scripts and questionnaires (diagnosis and evaluation). This work aims to develop a methodological intervention for the philosophy teacher, through the product originated from the research, thus enabling a greater dynamic in the teaching process, seeking to make the classes more dynamic and attractive, valuing the students' previous knowledge and making them 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 the Teaching of Philosophy. The research provided a methodology for teaching philosophy, the application of the didactic sequence and the production of videos. The results indicate that the audiovisual production activity promoted engagement and creativity in philosophy learning and gave students the opportunity to be protagonists in the learning process. The products of this work consisted of the elaboration of a guide for philosophy teachers, the elaborated scripts and the videos created by the students.