PEDAGOGY OF THE DEVICE: THE USE OF THE VIDEOLETTER AS A PEDAGOGICAL RESOURCE IN THE PEDAGOGY COURSE

Abstract

This article deals with the development of an interdisciplinary teaching project, carried out in a higher education course for teachers in the distance education modality in the Brazilian Amazon. The proposal has an integrative character because it articulates teaching, research and extension curricularization, necessary dimensions for an initial training of an omnilateral nature that aims to train professional teachers who are aware of the challenges of the teaching career in the school environment. The methodology adopted was the pedagogy of the device that enables experimentation, authorship and collective production with different views on the school universe of public schools of early childhood education, to enable the transversality of languages between cinema and education under the theme of inclusion through the production of video letters. Our objectives were: (i) to understand inclusion as a tangible, emerging and urgent need of the school agenda, (ii) to identify problems and/or limitations of inclusion in the school environment, (iii) to perceive itself as a necessary agent for the promotion of inclusion in the school and, (iv) to provide reflections that can contribute to interventions to improve inclusion through the production of the videoletter. As a result, we obtained the production of seven videocards produced collaboratively between teachers in training, teachers and other school agents and the project coordinators who, by producing the videocards, created memories of training, lived experiences, learning about the theory-practice relationship, as well as provided reflections on the challenges and conditions of inclusion in school through an innovative methodology of interdisciplinary project,  integrative, collaborative and immersive.