A aprendizagem transmídia na sala de aula: potencialidades de letramento midiático

Abstract

The thesis Transmedia Learning in the Classroom: the potential of media literacy aimed to investigate transmedia learning as a pedagogical approach of media literacy with teachers and students of the final grade in public basic education. For this, we developed a qualitative research using the investigative guidelines of ethnomethodology (GARFINKEL, 1967; COULON, 1995a ), by the fact it is characterized in individuals daily activities study, with attention to how they make decisions, communicate, solve problems, reason, whether by ordinary or erudite shares through technologies and media, as well as we use the action research guidelines (THIOLLENT, 2003), in regard to educational intervention proposed by us. Thus, our research is presented in two stages, namely: 1) the use of technology and media in the teaching and learning process, investigating students and teachers; 2) the transmedia learning in the classroom, an educational intervention in school where we developed this research. The data collected were analyzed in relational units considering a central theme: the use of technology and media. As a result we found that textbook is still the main media used by teacher; technologies and digital media are only mentioned by students when they carry out educational activities on their own initiative; teachers’ media literacy interfere in their approach to conduct, prioritize and mediate the students media literacy process. Thus, we conclude that transmedia learning changed the dynamics of teaching and learning in classroom, providing greater enthusiasm and interaction of students with / about the object of knowledge, established a meaningful dialogue between teacher-student and studentstudent, as well as transmedia learning has potential of literacy media.