Inclusão audiovisual na educação: a experiência do projeto Horizontes Periféricos

Abstract

This thesis presents a study on the possibilities of a more incisive audiovisual inclusion in formal education under the assumption that technological tools and theoretical foundations necessary for building a cognitive process are accessible nowadays. The urgency for greater interaction between education and audiovisual is not a postmodern society necessity. We sought to demonstrate by means of the analysis of works of art and other records, from pre-history, tha men have had the need to express themselves and to teach others to express themselves through moving images. The relationship between tutor and learner is prehistoric. However, with the advent of cinema in the late nineteenth century, the common man was deprived of the moving images production process. Few men could have access to these tools, and this process has placed much of humanity as a passive spectator in this audiovisual expression for over a century, until the democratization of digital technologies in the XXI century. In this postmodern scenario, it was established an action research in order to experience a methodology for audiovisual including, molded from the analysis of didactic proposals for teaching audiovisual owned by both public and third sector institutions in Brazil. This methodology was tested in the project Horizontes Periféricos, lab created specifically for this research. Teachers were our target audience, who were part of mixted groups within the courses offered by the project.