Abstract:

We are experiencing a crisis in the education system, caused by the COVID-19 pandemic that led the Mozambican government to ratify Presidential Decree No.

11/2020 of 30 March, which establishes article 3 c) "Suspension of classes in all public and private schools from pre-school to university education" and the Statement of January 15, 2021 in which it again announced the "closure of face-to-face classes in all educational establishments", forcing this way of implementation of new teaching and learning methods. Due to this we propose to present a possible solution to the present situation, given that an interruption of classes has been recurring due to the COVID-19 pandemic.

With social isolation, resulting from the social distancing policy, schools and therefore students and teachers were forced to make massive use of digital technologies to replace face-to-face classes.

According to Silva (2000), interactive pedagogy is a proposal that values the teacher's role as a mediator of new and recurring interactions and encourages the knowledge networks that students build, as well as the development of new communicative skills. Children and young people interact more with audiovisual information through electronic media than with printed media because they live in a world rewarded by digital technologies.

Thus, it is understood that the classroom is not the only place where learning takes place and that communication and information technologies can provide different learning environments and greater student participation in learning.

In Mozambique, as in many places in the world, given the COVID-19 situation, it was necessary to quickly reinvent and re-signify the pedagogical practice developed in schools, seeking ways to guarantee the continuity of learning.

One of the solutions found by the government was the reintroduction of Tele-school on the open national TV channel. However, according to preliminary research, Tele-School has had poor adherence and students, especially in primary education, are not motivated to attend.

Pre-survey was done in three schools, one public, one community and, one private school. In the schools participating in the pre-survey, questionnaires were distributed to parents in order to ascertain the adherence and effectiveness of the teleschool of the national channel by the students.

In the present work, we plan to present a new teaching and learning strategy that incorporates elements of design and multimedia, digital technologies, that are transformative and that effectively contribute to teaching and learning in this crisis process in which we are.

The main objective of the research is to create multimedia animations that stimulate and motivate primary school students to attend tele-school classes.
For the materialization of the present research, quasi-experimental methods of an applied nature will be used.

About the effectiveness of Multimedia Animations in the teaching and learning process is based on the model of Löbach(1981) and Munari(1981).

Keywords:

Design and Multimedia, Tele-school, Didactic animations.