Produção de audiovisual sobre a aprendizagem baseada em problemas: passos de sua constituição em um curso de férias em Mãe do Rio (PA)

Abstract

In the last three decades, didactic audiovisual has been consolidating as an important pedagogical instrument for teaching science, being potentialized when combined with new methodologies such as Problem-Based Learning (PBL). This research aims to identify the characteristics of the PBL manifested in the dynamics of the Vacation Course and produce an audiovisual. For the constituting of the video, the videotapes of the interactions between a Teacher-coordinator, two monitors and six students of the basic education participants of a Vacation Course occurred in Mãe do Rio (PA) were used. The research presents a qualitative approach, with participant observer. The audiovisual was evaluated by six teachers and two specialists through questionnaires, which are presented in Appendices A and B, in which they present seven questions, six of which are subjective and one of multiple choice. The answers were based on the reference of Malheiro (2005) to the PBL, while the categories and indicators were based on the works of Cabero (2001) and Gomes (2008). The interpretations from the questionnaires indicate that the stages of the PBL are evident in the video and that its content contributes to educators to develop the methodology in the classroom. In addition, the audiovisual is appropriate to begin the study of the subject on group of fish. The tutorials make clear how to develop the PBL present in the audiovisual, which, in turn, pedagogically promotes improvements in teachers' classes. The categories and indicators analyzed were evaluated, for the most part, as positive and satisfactory, they are: sufficiency of the amount of information; size of the graphic elements: photos, subtitles, etc; technical and aesthetic quality of the visual elements; dialogues; technical and aesthetic quality of ambient sound, vignettes and audio/locution; inclusion of elements to highlight important elements; adequate and sufficient video duration; allows complementary activities at the same time of class; valuation of exposure, discussion, criticism or practice/application; creation of learning situations is facilitated; pedagogical proposal appropriate to the target audience.