Práticas comunicacionais em educação transmídia : estudo de caso de escola pública de Moçambique

Abstract

The present doctoral thesis sought to understand to what extent transmedia communication practices could contribute to mobilize and engage students in school learning. Our approach is based on the notion of transmedia narrative, which is inscribed in the media convergence, (JENKINS, 2009), characterized by the production of content/stories and distribution in multiplatform media, each one contributing to the construction of the global narrative. In the field of transmedia education, the notion of transmedia education is configured, here understood as a communicational dynamic capable of boosting connections, creativity and engagement, enhancing critical learning experiences (GAMBARATO; ALZAMORA; TÁRCIA, 2020). We developed this study because we observed gaps in the Portuguese language teaching-learning process in Mozambique and considered opportune the use of transmedia dynamics to foster learning in the classroom context. For this, we seek to understand how and to what extent the transmedia communicational practices could contribute to mobilize and engage public school students in actions of production and reading of texts in Portuguese language. In the study, we contextualize the education in Mozambique, taking as a basis the Portuguese language teaching and learning processes and the media consumption among young people. Methodologically, we favored the triangulation of procedures: the bibliographical, whose action focused on the theoretical foundation on the problematization of research and contextualization of the thesis theme; participant observation, taking as its object aspects around the interaction between students and teacher; and action research, whose actions responded to a cycle of activities that aims to improve the practices of reading and writing through the articulation of three dimensions: mobilization and engagement, logic of use of media platforms and expansion of content. The main strategy was based on the use of narrative around the theme coronavirus and misinformation, from which we used different language resources to access and narrate stories. The execution of the experiment went through three moments: research, discussion, and dissemination of the produced content. As a result, we found a high level of mobilization and engagement from the students, in relation to the programmatic contents, in order to strengthen the communicational mechanisms in the educational action. We also found that there are gaps in relation to the approach, at school, about media literacy. We conclude that the use of transmedia narrative in education, in the classroom context, is an aggregating factor to improve school learning; to incite research, reflection, critical coexistence and dialogue, which contributes to mobilize and engage students in the classroom context.