SCHOOL DOCUMENTARY AS A PEDAGOGICAL TOOL: AGROECOLOGY, STUDENT PROTAGONISM AND ACTIVE LEARNING

Abstract

This article analyzes the production of a documentary that recorded pedagogical activities of students from the final years of elementary school and high school, in workshops of an interdisciplinary project. The objective of this study is to understand how the production of a school documentary can provide moments of integration among students, promoting the protagonism and engagement of the group in interdisciplinary projects from the agroecological context. The methodology involved participant observation and, at the same time, a case study, as it directly encompasses teachers, students and the school community, in addition to the audiovisual record after the pedagogical training with teachers and the lectures held with representatives of classes and the student council. The results show that the documentary promoted greater student involvement, strengthened group collaboration and stimulated active participation in pedagogical activities. In addition, it enabled teachers to observe the dynamics of classroom practices and identify opportunities for improvement. It is concluded that the use of school documentaries after an integrative activity is an effective strategy to enhance learning and bring theory and practice closer together, also serving as an instrument of reflection for teachers and students.