O audiovisual na prática de docentes do ensino superior em turismo no Brasil: interfaces e tensões com o lazer

Abstract

Audiovisual productions have been used in different environments of undergraduate courses, including Tourism. Audiovisual and tourism come together insofar as both are centered on images, and can be articulated in the perspective of so-called filminduced tourism. From this perspective, this investigation has the following objectives: a) To investigate in what ways the audiovisual has been used by professors of Undergraduate Courses in Tourism at Higher Education Institutions in Brazil; b) Understand the ways in which audiovisual productions are articulated with the teaching practices of teachers; c) detect motivations, challenges and choices for given productions, as well as forms of use; d) Discuss whether they perceive that the use of audiovisual in the classroom qualifies the leisure of the academic community involved. The theoretical-conceptual foundations were developed with a view to allowing an understanding of the uses of audiovisual in education, seeking to weave links with consumption and leisure. In order to achieve the desired objectives, a qualitative approach was chosen as a research methodology, through bibliographical research, documental research, and analysis using analytical tools from the Discourse Analysis of interviews carried out with 34 teachers. The analysis was carried out from the identification of the main themes and figures present in the speeches materialized in the texts, as well as the main ideas fought and the main ideas defended. Then, an attempt was made to highlight explicit, implicit and silenced aspects in the statements. The results point to a use of audiovisual in graduations that aims, above all, to complement theoretical aspects discussed through written texts. Furthermore, it was observed that the tourism teachers interviewed have privileged moments in their leisure time for their teacher training, especially when they have contact with audiovisual productions that enable a pedagogical use in the classroom. However, neither film-induced tourism nor working with technical elements of audiovisual production, such as script, lighting, soundtrack, costumes, and editing, are aspects present in the practices of these teachers. Regarding the articulation of leisure with the teaching of tourism, despite recognizing the importance of incorporating elements of leisure into teaching practices, teachers generally do so more inspired by recreational actions than experiences capable of criticizing an d raising academic reflection.