PRODUÇÃO AUDIOVISUAL: ESTRATÉGIAS E DESAFIOS PARA O ENSINO DE ARTE

Abstract

This undergraduate thesis examines audiovisual production as a pedagogical mediation in high school Art education. Using a qualitative approach, it proposes a didactic sequence, ideation and scripting, capture, editing, and exhibition/reflection—grounded in accessible tools (smartphones, CapCut, and Clipchamp) and in theoretical references such as Ana Mae Barbosa, Paulo Freire, José Moran, Jenkins, and Mayer. It argues that audiovisual media, integrated with the triangular approach (appreciation, contextualization, and production) and active learning methodologies, enhances student protagonism, creativity, and media literacy, aligning technical and expressive competencies with communicative goals. The study highlights cognitive gains (synthesis, temporal ordering, and narrative cohesion), socioemotional gains (collaboration, time management, responsibility), and formative outcomes (critical citizenship). It also discusses practical and ethical challenges, unequal infrastructure, limited instructional time, teacher training, and legal considerations regarding image, voice, and copyright—with mitigation strategies such as open-media repositories, formal permissions, and accessibility practices (subtitling and intelligible audio). It concludes that, when intentionally planned, audiovisual production contributes to a more dialogic, creative school aligned with the challenges of the twenty-first century.

Keywords: Audiovisual production; Art education; Student protagonism; Media literacy; Active methodologies.