Vídeos online e ensino de Física: construindo critérios de qualidade para a escolha de conteúdo educativo a partir da proposta de competências midiáticas e informacionais

Abstract

In the midst of the digital revolution in which we live, the internet presents itself with an inexhaustible source of informational content available for teacher use. The use of videos of teaching Physics in the classroom can be a simple, useful, cheap and instant solution because to find a particular concept or physical phenomenon that you want to work. We depend on the insertion of some keywords in the search engine from a browser with internet access for a wide variety of options related to the theme. But not all content available on the Internet has the right quality to be reproduced in the classroom, to enable a consistent construction of knowledge, encouraging discussion and self-knowledge. Without mastery of adequate information and media skills, evaluation of these documents becomes a significant challenge. The present work intends to present and to problematize quality criteria necessary to evaluate quality informational videos for the teaching of Physics. This is a qualitative work that uses documentary research methodology. Based on the analyzes of documentary sources, including guides from the National Textbook Program, evaluation parameters of informational skills and media skills, eight categories were defined to guide the selection of a video: source quality, formal quality, content quality , didactic coherence, representativeness, emotional engagement, potential of controversy and quality of enjoyment. Pilot tests with the guide discuss the need for the teacher to be able to interpret and critically analyze in order to be able to evaluate a video properly, as well as the need of teacher training courses to work the concepts of media literacy and information for student training in the context of the culture of media convergence.