O uso de videoaulas do projeto aula em casa no ensino de ciências: análise à luz da teoria da aprendizagem significativa

Abstract

The COVID-19 Pandemic has affected everyone's routine around the world. In the midst of this situation, education was adapting to the scenario in question. With this, the state of Amazonas created the means that were necessary to adapt to this circumstance, so that public school students would not be disadvantaged in relation to the assimilation of content and the school calendar. In this context, the Aula em Casa project (SEDUC-AM) used the application of video classes to provide the alternative of bringing this knowledge to students in a more viable way, in order to make up for the impossibility of face-to-face classes, as well as assisting in the teaching process. And learning in the pandemic context. Throughout this process of adapting to this situation and implementing the project, there was a significant use of video classes as a resource in Science teaching, which possibly affected positively or negatively on the teaching-learning process. Therefore, the research aimed to analyze seventeen video classes from the “Aula em Casa” project, seeking to identify how the objects of knowledge were organized and evaluate them, in light of the Meaningful Learning theory. This was a descriptive research with a qualitative approach, where the empirical material analyzed were the video classes used during the COVID-19 Pandemic, in the year 2020. Using Bardin's Content Analysis, the data were analyzed, consisting of in a technique for decoding and interpreting tables, texts and images and finally presenting video classes with possibilities for significant learning and potentially significant material, in addition to well-explored audiovisual resources. The results showed that the video classes were well contextualized, presenting coherence in the concepts covered and explored. The audiovisual resources were well explored and dosed according to Moran's proposal (1995), and three possibilities for significant learning were identified, proving to be potentially significant material in the face of TAS.