Produção audiovisual como recurso didático-pedagógico no ensino de história : "Como me veem?", "Como eu vejo?" estudo de caso de adolescentes de uma comunidade em situação de vulnerabilidade social

Abstract

This work, carried out between 2013 and 2015, falls within the context of an audiovisual production process that works with the concept of identity and belonging among adolescents in a socially vulnerable community in Caxias do Sul, RS. The Audiovisual Production study as a didactic and pedagogical resource in History teaching: "How do they see me?", "How do I see myself?" case study of adolescents from a socially vulnerable community has the general objective of developing a methodology, with the use of audiovisual production in History teaching, working the concepts of identity and belonging of teenagers from communities in socially vulnerable situation, on the premise that the audiovisual production allows the teenager to lie as protagonist in their social-historical-cultural context. While the didactic-pedagogic resource enables the young to take the place of historical subject, it also functions as a double mirror, strengthening self-knowledge and self-esteem (sense of identity) and triggering a social visibility process (recognition and feeling of belonging to the community in which they live). The problem of academic study that guides the work is if audiovisual production, as didactic and pedagogical resource in History teaching, can develop a sense of identity and belonging in adolescents from communities in socially vulnerable situation. The conducting vein to this research is structured in the development of the audiovisual production that meets the proposed social pedagogical education (humanizing education), when worked in class room and focused in the adolescent's insertion as the subject of history. In this way, the teenager gains space for reflection on a fundamental question: "How do they see me?" (Social visibility) "How do I see myself?" (Self-recognition), an issue that buoyed the choice and definition of the subject. Who guides us to seek those answers are the theoretical Honneth (2003), Freire (1996, 2004), Martin-Barbero (2003), Pêcheux (1999), Bourdieu (2010; 1974; 1983; 1972), Canclini (1984; 1999), Hall (2005) and Goffman (1988).