Materiais audiovisuais para o ensino médio: saberes estéticos e usos didáticos

Abstract

This article aims to make proposals about audiovisual literacy knowledge for use in the classroom.  In terms of objectives, it will present the characteristics and technical and aesthetic foundations of audiovisuals for pedagogical mediation in secondary education, resulting in a compilation of this knowledge to sharpen the critical literacy of teachers and students. The methodology is a qualitative bibliographical review, based mainly on the works: Pós-história: 20 instantâneos e uma maneira de usar,  by Vilém Flusser; The Work of Art in the Age of Mechanical Reproduction, by Walter Benjamin; Compreender o Cinema, by Antônio Costa; and Cinematic Storytelling, by Jennifer Van Sijll. In addition to this theoretical framework, concepts such as multiliteracies, critical audiovisual literacy and knowledge of the technical and aesthetic aspects of audiovisuals are addressed, in order to answer the problem question: how and what knowledge about audiovisuals can contribute to critical audiovisual literacy in secondary schools? This is a first step that can support teachers who want to enhance their lessons with the help of audiovisual materials, with explanations and examples that can be understood by laypeople, democratizing knowledge so that educators from different areas can learn about cinematographic narrative, critical audiovisual literacy and its use in the classroom.