Construction of contextualized knowledge and popular culture in the teaching of sciences through the production of digital videos in the context of scientific and technological folkcommunication

Abstract

This work deals with the construction of contextualized knowledge through popular participation in science teaching through the production of digital videos in the context of folkcommunication. From the recognition of the limitations of the school and the traditional conception of education we present the results of a participatory intervention research that analyzed how the production of digital videos by students of a school in the Municipal Network of the municipality of Itapissuma (PE) contributes to the construction of knowledge contextualized in science teaching. The methodology used was of qualitative nature, employing semi-structured interviews and participant observation for the data collection with eighteen students and one teacher. Prior to the beginning of the students' work, workshops were created to create digital video, followed by interviews, in the post-production phase. The results show that the assumption of the role of cultural producers contributes significantly to the process of knowledge construction and to the contextualized implementation of the curricular contents. The publication of the videos in social networks, followed by debates and dialogues about scientific concepts that impact the daily life of the community where they live (pollution, sexually transmitted diseases), on the other hand, established a nexus between life, popular culture and science teaching, according to the elements of a Scientific and Technological Folk. Thus, recognizing the importance and necessity of pedagogical mediations that promote interaction, collaboration, teamwork and the development of autonomy, our results validate the production of digital video as an educational technology capable of establishing new ways of understanding the world.