Criação de videoaulas como prática de multiletramento digital

Abstract

The present work investigates the process of creating video lessons as a practice of digital multiliteracy and its competences. The main objective of this study is to verify if the construction of knowledge and skills for the creation of video classes contribute to the exercise of digital literacies, the aim is also to identify the specific types of literacy worked during this process. For this purpose, it was selected as the object of study the Teacher Training for the Creation and Didactic Use of Video Lessons course, offered by LABPAM/CDMaker of the Faculty of Education of the Federal University of Ceará. This research, of an exploratory nature, had as a theoretical reference works on education and digital technologies, digital literacy and video classes, with some of the authors researched being: Móran (1995), Tavares (2013), Lévy (1999), Freire (1996), Buzato (2006) and Dudeney, Hockly and Pegrum (2016). The latter authors propose a classification of the types of digital literacy and their work served as basis for the investigation of the course’s lessons. After making a transcription of the course classes, the main moments were analyzed in order to verify the practice of digital multiliteracy and to identify the specific types of literacies in exercise. A digital literacy framework created by UNESCO (2018) was also used in order to detect the use of skills related to digital multiliteracy by the course participants. The results show that the knowledge and skills developed in the creation of video classes articulate several types of digital literacies, therefore a training with the purpose of educate people for the production of this audiovisual resource is constituted as a practice of digital multiliteracy.