AN IMMERSION IN CHAOS: SITUATED PEDAGOGY AND AUDIOVISUAL PRODUCTION WITH CHILDREN IN SCHOO
AN IMMERSION IN CHAOS: SITUATED PEDAGOGY AND AUDIOVISUAL PRODUCTION WITH CHILDREN IN SCHOOL
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2019v28n3.48521Keywords:
Situated pedagogy, Ecosystem paradigm, Audio-visual, ChaosAbstract
The text aims to reflect on elements such as unpredictability, order-disorder and collaboration at the time of pedagogical action when it is proposed based on the active methodology. Therefore, didactic situations of audiovisual production were created that intended to displace the “places of knowledge”, without privileging neither the teacher nor the student in the classroom, but focusing on their relationships. Based on a qualitative doctoral research conducted with elementary school children from two public schools, the discussion adopts the ecosystemic perspective of education and communication, and approaches the systemic perspective of chaos applied to education, to consider the body, interactions and context as key elements of a situated pedagogy. The results show that non-centrality (teacher or student) and openness to the double movement of order-disorder shook the whole structure of the classroom creating “chaos”.
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