Abstract:

The education based on moving images had great impact in Brazil and in good part of the world in the eighties. With the diffusion of the videocassette, the didactic videos were consolidated as a relevant pedagogical resource in the formal educational environments. Since then, there has been an expressive evolution of the use that teaching and education has made of audiovisual and aesthetic filmic languages. The present work intends to review and discuss these languages in light of the specific literature, starting from our experience accumulated in the production of educational videos. We also intend to discuss the application of these languages for teaching in biosciences and health associated with the development of popular / community videos. Our research has been carried out in association with postgraduate programs in biosciences and health education, both at the Federal Fluminense University , and at the Oswaldo Cruz Foundation / Oswaldo Cruz Institute, in the Brazilian cities Niterói and Rio de Janeiro, respectively. The emphasis is given to the use of videos in teaching and learning processes, considering different socioeconomic contexts of the subjects involved in their creation and use. Our audiovisual production included the technique known as videoprocessing. During workshops held with undergraduate students on Information Systems at the Federal Fluminense University Computing Institute, we developed videos destined for the inclusive teaching of basic school contents. Specifically, we produced nine videos that deal with ecology issues related to the disposal of electronic waste in the environment. All the videos were subtitled in LIBRAS - Brazilian Sign Language, applying the "Window of Interpreter" technique, having been evaluated by deaf students. The videos are hosted on the following websites: <https://www.youtube.com/channel/UCyvjjTQFOMgTnVkw6Bhqm3Q/videos?view_as=subscriber> and <https://www.facebook.com/search/top/?q= will% 20de% 20filmar>. At the present, we are discussing and expanding our interest in the universe of popular video productions by residents of poor communities. In this sense, we seek to improve assessment tools in order to assess not only their educational and motivational potential, but also their uses as tools of pedagogical support in teaching in biosciences and health. For this, we are counting on the important partnership of the non-governmental organization BemTV (“TV for good”, in an approximate translation), located in the city of Niterói. BemTV has extensive experience in community video productions, and its collection is an important reference for research and validation of popular video classification criteria with application for teaching. In this way, we intend in the present work to establish a dialogue between our line of research and the authors of reference in the field of video production focused on teaching. We seek to contribute to subsidize practices and debates around the various audiovisual languages capable of attracting active users in the construction and transmission of important knowledge for the school and for society.

Keywords:

Science and health teaching, video production, videoprocess, community video, inclusive education.