Comunidades audiovisuais de aprendizagem docente

Abstract

This thesis is situated within the research line Foundations and Educational Practices. It investigates the intersection between audiovisual production and teacher professional development, introducing the concept of Audiovisual Communities of Teacher Learning. In light of the need for innovative methodologies in education, especially in the post-pandemic context marked by unprecedented challenges for teachers and students, the research proposes audiovisual production as a path for education, learning, and re-signifying pedagogical practice. The study directly engages with an educational landscape impacted by the COVID-19 pandemic. By recognizing that the pandemic and post-pandemic periods have catalyzed processes of pedagogical change and innovation, the work aligns with initiatives that listen to teachers, analyze emerging practices, and present strategies with the potential to strengthen education in times of crisis. The research sought to understand how collective environments of audiovisual production can enhance teacher knowledge. Among its specific objectives, it highlights recovering the researcher’s experiences in audiovisual production and analyzing how these experiences have contributed to the construction of teacher knowledge. It also examines how collective production environments foster learning communities and identifies the knowledge that emerges in the narratives of participants involved with audiovisual production. Additionally, it aims to promote audiovisual productions among teachers and researchers, culminating in the creation of an autobiographical documentary that articulates self- study and teacher education. Finally, it discusses the role of audiovisual media as a formative process, reflecting on its potential for teacher professional development. This qualitative study is grounded in references from narrative inquiry and self-study, such as Pinnegar and Hamilton, Marcondes and Flores; Learning Communities as in Flores and Ferreira, Craig; and Teacher Knowledge as in Tardif, Day, Garcia, and Freire. Based on these theoretical frameworks, the research investigated how audiovisual experiences of the researcher and other teachers contributed to the construction of knowledge and pedagogical practices associated with collective development within learning communities. Using Fontoura’s thematic perspective, narratives of teachers and audiovisual professionals who collaborated with the researcher as critical friends in audiovisual projects were analyzed. The data were collected through audiovisual testimonial recordings. The study’s findings indicate that audiovisual production enables dynamic and collaborative teacher professional development. The experiences analyzed suggest that teachers involved in audiovisual projects developed Teacher Knowledge, broadening their understanding of learning and professional development. The research proposes guidelines for implementing Audiovisual Communities of Teacher Learning, thus contributing to new strategies for teacher education and professional development in contemporary education.