Audiovisual Education

Availability of 'creative computing' toolkits has lowered barriers to the development by educators of complex applications, enabling the development of educational software according to their own assessments of needs. VideoLab presents such a case, an educational software designed to assist the teaching of video technology concepts in accordance to an assessment of the needs at a Film Studies program in a Portuguese higher education institution. This software combines simulations and tutorials and was designed according to principles laid out by the Multimedia Learning Theory and the Cognitive Load Theory , and its use in the classroom is complemented by an exploration guide for students (cf. Paiva & Costa, 2010). Empirical assessment of VideoLab's instructional efficacy was carried out with a total of 40 students over two school years. During specific lessons of the Editing unit, students were given the software and asked to follow the exploration guide while completing some included questions as to measure learning. Other methods were employed simultaneously, including observation by the researcher, screen recording, and a questionnaire based on the Learning Object Evaluation Scale for Students , as to determine students' perceptions of learning value, design quality, and engagement. VideoLab was found to be an effective learning object and its design quality was found to be very acceptable. Findings from previous research on exploration guides were also replicated, in that students' close adherence to the instructions was a key to learning effectiveness. Educational software development thus shouldn't stop at the software itself, even in the face of a 'self-sufficient' design. Consequent implications for the reusability of educational software and simulations should be considered and can indeed be a focus of future research.

NOTA EDITORIAL: Las opiniones y contenidos de los resúmenes publicados en el libro, son de responsabilidad exclusiva de los autores; asimismo, éstos se responsabilizarán de obtener el permiso correspondiente para incluir material publicado en otro lugar.

Este proyecto fue realizado como parte de una actividad del curso de Coursera sobre empleabilidad, creatividad e innovación.

En este documento presento un desafío real relacionado con la formación de los estudiantes de Pedagogía y su preparación para el mercado laboral actual. La propuesta desarrollada consiste en un Laboratorio Virtual de Competencias Digitales, pensado como una solución innovadora para fortalecer el perfil profesional de los futuros docentes y mejorar su empleabilidad.

Este ejercicio fomenta la conexión entre el entorno académico y las exigencias del mundo profesional, promoviendo el pensamiento crítico, el diseño de soluciones útiles y la implementación de ideas creativas para transformar la educación.

Currently, in Mexico there are 44,861.2 inhabitants in moderate poverty and 10,793.0 in extreme poverty, belonging to these marginalized groups limits access to basic services and generates a gap in access to technologies and audiovisual media that have become, along with the internet, in new ways of entering and interacting in social contexts, as well as joining the workplace. In this context, audiovisual education is presented as a growing need that would reduce the economic fissure of marginalized populations, incorporating them into labor competitiveness. At the same time it becomes an obligation given the rapid evolution of media in analog, digital and virtual environments. With the general objective of analyzing and exposing the relationship between the lack of audiovisual education and poverty in Mexico, this exploratory article makes visible the paradoxes of access to tools that would allow an adequate incorporation of audiovisual education as a way to improve the quality of...

Esta pesquisa explora a plataformização digital da cultura (cultural platformization) como suporte de práticas sociais que envolvem o ensino e a produção audiovisual. Propostas didáticas são coletadas do banco de dados digital da Internet Archive e comparadas a experiências educacionais: primeiramente a renovação pedagógica do Instituto Criar de TV e Cinema, que culminou em uma estrutura centrada nos conceitos de plataformização cultural; e as oficinas "Vídeo-Cartas: Conexões Migrantes", que trabalham com a influência da arte de performance. Em meio à emergência de práticas culturais inéditas, são discutidas contradições que podem configurar a internet como uma ferramenta de aumento da desigualdade social, fenômeno denominado exclusão digital (digital divide). Assim, chama-se atenção para a importância de iniciativas voltadas para a emancipação das relações envolvendo tecnologia e cultura, inspiradas pelo filósofo Gilbert Simondon, cujas investigações são traduzidas para a crítica da imagem digital como objeto técnico. Estratégias criadas por movimentos artísticos são resgatadas para o incremento educacional da vanguarda digital -um fenômeno da produção cultural contemporânea -através de abordagens como a agência de diagramas (diagram assemblage) e o design de mídia (media-design).

A lo largo del texto se describen las caracteristicas de la materia Fundamentos Psicologicos de la Educacion B, de la Facultad de Bellas Artes, creada en 2009. De este modo, se detallan las lineas teoricas analizadas, los objetivos de la catedra y las producciones que realizan sus alumnos.

NOTA EDITORIAL: Las opiniones y contenidos de los resúmenes publicados en el libro, son de responsabilidad exclusiva de los autores; asimismo, éstos se responsabilizarán de obtener el permiso correspondiente para incluir material publicado en otro lugar.

The Hellenic Theatre/Drama & Education Network (TENet-Gr), in partnership with UNHCR, the UN Refugee Agency, in Greece, the International Drama/Theatre and Education Association (IDEA), universities, and other academic, educational, and artistic organisations in Greece and abroad, is organising the International Conference "Theatre/Drama & Inclusive Education" to celebrate the 10th anniversary of the project "It could be me, it could be you" a project for raising awareness about human rights and refugees (2015-2025), and to mark the completion of the project "Theatre Makes Politics" (TMP, Erasmus+ 2022-2025).

This project has been funded with support from the European Commission. This publication reflects the views of the authors only and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Currently, in Mexico there are 44,861.2 inhabitants in moderate poverty and 10,793.0 in extreme poverty, belonging to these marginalized groups limits access to basic services and generates a gap in access to technologies and audiovisual media that have become, along with the internet, in new ways of entering and interacting in social contexts, as well as joining the workplace. In this context, audiovisual education is presented as a growing need that would reduce the economic fissure of marginalized populations, incorporating them into labor competitiveness. At the same time it becomes an obligation given the rapid evolution of media in analog, digital and virtual environments. With the general objective of analyzing and exposing the relationship between the lack of audiovisual education and poverty in Mexico, this exploratory article makes visible the paradoxes of access to tools that would allow an adequate incorporation of audiovisual education as a way to improve the quality of...

Resumen La especialización propia de los estudios universitarios parece ir en aumento en la actualidad. Una posible consecuencia no deseada de esta tendencia podría suponer que los miembros de la comunidad universitaria postergasen las actividades relacionadas con la creación, o el consumo, artístico y cultural que resulten ajenas al propio campo de especialización. En este sentido apuntan ciertos indicios presentes en los trabajos de campo llevados a cabo por el 'Observatorio Cultural del Proyecto Atalaya'. El Proyecto AlterEgos se plantea como un espacio dónde cuestionarse esa posible postergación. En este artículo se recogen algunas de las reflexiones y de las acciones surgidas durante la gestación y desarrollo de dicho proyecto.

In order to shed light to the measurement of media literacy, this article analyzes the dimension in audience reception among Spanish citizens. With an input from the tradition of reception studies, this paper proposes a measurement of this dimension through several indicators and provides quantitative results from 6624 surveys among the 17 Spanish regions. The results obtained demonstrate the poor literacy regarding aspects of reception in Spain, especially in decoding specific emotions, knowledge and use of consumer advocacy agencies. To finish with, this article provides areas for improvement in terms of media education in Spain.

Reflection on the epistemic pillars aims to present the development of creative thinking in education and it was born in the requirement to substantiate the theoretical inquiry process arising from the thesis The Development of Creative Thinking in the university classroom. In this endeavor are determined five basic principles: utopia, game, symbolization, emotion and art, which are mainstreamed in the screening process of visionary educators who inquired on the subject of education, which emerged in efforts to break up the outline of an education based on the transmission of knowledge and memorization of contents. The aim of this paper is to present an original contribution to the study of educational creativity from the perspective of the importance of the arts, and emotions, game, in cognitive processes; the methodology is hermeneutic in the sense that seeks to explain the relationship between education and suitable context for the development of creativity. In recognition of edu...

Currently, in Mexico there are 44,861.2 inhabitants in moderate poverty and 10,793.0 in extreme poverty, belonging to these marginalized groups limits access to basic services and generates a gap in access to technologies and audiovisual media that have become, along with the internet, in new ways of entering and interacting in social contexts, as well as joining the workplace. In this context, audiovisual education is presented as a growing need that would reduce the economic fissure of marginalized populations, incorporating them into labor competitiveness. At the same time it becomes an obligation given the rapid evolution of media in analog, digital and virtual environments. With the general objective of analyzing and exposing the relationship between the lack of audiovisual education and poverty in Mexico, this exploratory article makes visible the paradoxes of access to tools that would allow an adequate incorporation of audiovisual education as a way to improve the quality of life and achieve the welfare state.

La premisa fundamental de la que se debe partir es que la televisión educativa no pretende sustituir al profesor como sugieren ciertos autores aficionados a la cienciaficción. La finalidad de un canal o franja de horario educativa es complementar, ayudar y sugerir al profesorado, convertirse en definitiva en una herramienta de trabajo en sus manos, jamás superponerse a la labor bien definida de la pedagogía directa. La televisión educativa es ante todo otro medio de expresión.

visualidad en nuestra sociedad postmoderna. Frente a Escuelas suicidas universalistas, transmisivas, ancladas en disciplinas cerradas y tradicionales, planteamos la necesidad de una Escuela abierta, globalizadota, en la que uno de los retos más acuiciantes y graves es poder ayudar a niños y jóvenes a construir su visión del mundo, su propia identidad personal. Un nuevo reto al educar, en el que es necesario que aprendan a aprender, porque el mundo, tras la caída lyotardiana de los metarrelatos, se ha hecho poliédrico y produce información a una velocidad y en unas cantidades inasumibles. Planteamos los retos de ayudar a construir la propia identidad, y lo hacemos desde el campo de la Cultura Visual, de los Estudios Visuales. Lo visual es tan omnipresente que algunos autores incluso hablan de una sociedad postvisual (Hernández, 2004). Las viejas materias escolares como la Educación Plástica o la Historia del Arte se encuentran encerradas en planteamientos disciplinares anacrónicos y no solo porque el Arte ha evolucionado hasta hacer imposible fijar sus límites, sino porque loa expansión de lo visual en innumerables fenómenos exige nuevos modos de pensar las representaciones y la visualidad entera. Hoy las imágenes nos construyen, colaboran en la formación de nuestros imaginarios más íntimos. En una dialéctica compleja con la realidad, las imágenes construyen el mundo. En nuestra sociedad postindustrial, contribuir a que niños y adolescentes construyan su identidad personal, y adquieran un sentido de sí y del mundo, en libertad, con capacidad crítica y ética, es una tarea prioritaria. La visualidad Son muchos los autores que han estudiado los fenómenos de la visión y la psicología de la percepción intentando demostrar los engaños e ilusiones que este órgano sensitivo provoca en nosotros. Martínez-Liébana (1999) desgrana en "Tacto y objetividad" (1999) la concepción de Condillac sobre "el mecanismo psicológico que hace posible el descubrimiento y constitución del mundo externo". Según este pensador, es el "tacto" el "maestro educador" "que enseña al resto de los sentidos a objetivar y proyectar sus respectivas sensaciones al exterior". Intentando demostrar la subjetividad del resto de los sentidos, dedica todo un capítulo del libro a destacar "la visión" como "aprendida", fácilmente y frecuentemente alterada por el "juicio", por las "ideas". CIVE 2005 Congreso Internacional Virtual de Educación 3 Esto, en mayor o menor grado realidad, más o menos discutible, se hace importante en una sociedad eminentemente visual como la que actualmente vivimos. Un

OTER, Jorge; ZUMALDE, Imanol: ZUNZUNEGUI, Santos (eds.) (2020). Semejanzas, afinidades, correspondencias. Relaciones del cine con las artes visuales y la música. Leioa: Universidad del País Vasco. ISBN: 978-84-1319-292-5 (libro digital de acceso abierto: http://hdl.handle.net/10810/49606)

Audiovisual productions made by young people as a tool for community recognition and the construction of citizenship.The experience of the project "Mi mirada, Nuestra Mirada" in Salta, Argentina. Audiovisual language education was always linked to the traditional way of teaching of film academies, or analysis of films from a semiotic perspective bypassing the video creation (not cinematographic) that stands to break with the legacy of literature and theater. The video as a cultural expression is developing its own form. Its most outstanding feature is that it arises as a tool of expression. Video has constructed a theory of his own and independent aesthetic as evidenced by the video art, video essay, video poetry or music video and formed as an aesthetic expression close to young people. Moreover, the extensive introduction of new audiovisual technologies opens a new scenario, portable communication and accessibility to the creation of videos that until recently was unthinkable giving rise to the need to consider new teaching strategies that take hold of these resources. Considering the present scenario I described an experience in which I participated as a teacher and test a proposal for education in audiovisual language in a framework of formal education in which the creation of cultural products is formed as an element of constitution ways of being. I will focus on the project "Mi mirada, Nuestra Mirada" held in 2008 under the Secretary of Culture of the Province of Salta, Argentina and spread to 15 schools in which the participants made 31 short films. The films produced by young people were projected to the entire community. This experience generated a visual culture-building that has served as contributing to young people make their voices heard and make viewing their images and thus feel recognized. In this paper, besides presenting the experience, I place a reflection of teaching practices in the sense of "awareness and empowerment". Using their own stories and their audiovisual left open the possibility that the experience of making films is repeated without being under the project workshops.

O artigo aborda as tecnologias na educação, em especial sobre a curadoria de conteúdos digitais e seu uso na educação, tendo em vista a quantidade de informações de áudio e vídeo disponibilizadas de forma fragmentada e sem sistematização e que disputam com outras atividades cotidianas. Tem como objetivo, a partir de pesquisa com docentes, apresentar uma proposta de plataforma de curadoria de conteúdos voltados para educação, que se justifica tendo em vista a crescente importância do assunto e discorre sobre o consumo de mídia, sobre a importância de compreender como a educação lida com a situação e sobre como os conteúdos midiáticos precisam e podem ser utilizados pelos educadores como formas válidas de construção do conhecimento. Assim, o trabalho traz uma revisão bibliográfica sobre a curadoria de
conteúdo e a partir de pesquisa qualitativa, documental e de campo, com coleta de dados por meio de questionários junto a docentes, bem como levantamento de plataformas de curadoria. Apresenta como resultado uma proposta de ferramenta digital que mescla conteúdos midiáticos e didáticos para serem utilizados por professores na atividade de curadora digital de conteúdos para educação, com vistas a facilitar o emprego de novas soluções pedagógicas e tecnológicas na escola

This study explores the results of a questionnaire concerning faculty of education university students’ understanding of intellectual and developmental disabilities and considered how a class may change the students’ image and consciousness of disabilities. Thirty-six firstyear Faculty of Education students majoring in a special education program completed a questionnaire before and after a class to identify their image and understanding of disabilities. The results showed no change before and after the class focusing on the students’ image and understanding of disabilities. Concerning the students’ image of disabilities, the responses rated the ideas “we can live together” and “should live together” highly, which was a similar result to the preliminary research. Concerning the students’ understanding, they showed a understanding of disabilities similar to their image, and scored highly in their response to their “will to understand and interact with people with disabilities.” There...

The rationale of this paper has grounds for the model of Scientific-Didactic Principles for teaching – learning of Geography and History created, published and introduced by García Ruiz and Jiménez López (2006 / 2007). The main idea behind this theory is that scientific principles must build the basis of learning of students in sciences, therefore they also a have a double didactic nature. In this paper we analyse, using this model, the "Gandhi" movie as an example of the didactic introduction of movies in classrooms in order to improve the quality of learnings in Geography and History.

Durante siglos el arte ha estado rodeado de un aureola de genialidad y locura; genialidad (como si la habilidad artistica fuese un misterioso don, por tanto no educable y solo de unos pocos) y locura (porque no siempre hemos sabido diferenciar entre originalidad, diversidad, creatividad, divergencia… y salud mental, que aunque linea es delgada, es muy clara)-. Nosotras defendemos –como tantos otros lo han hecho y lo siguen haciendo- que el arte, la actividad creativa, artistica y estetica, han de ser de todos y para todos. Han de ser para todos pues consideramos –se ha estudiado y demostrado- que el arte es una forma de conocimiento abierto y complejo, conforme a la sociedad fluida, en red y de cambio que vivimos; que facilita ademas especialmente la comunicacion, la reflexion, la interpretacion simbolica y critica… Es por tanto un excelente recurso para la integracion personal y social, para el encuentro y la participacion, para la salud y la educacion integral. Por ello, ha de ser...

Este estudo e de natureza descritiva tipo relato de experiencia e tem por objetivo relatar a experiencia da pesquisadora na convivencia com mulheres presas e consequentemente com as formas de vida estabelecidas por elas, as relacoes no ambiente prisional e os vinculos que estas mantem com a realidade interna e externa as penitenciarias. Foi desenvolvido em uma penitenciaria da cidade de Sao Paulo. Os principais resultados revelam que para as mulheres: escolhas sao feitas; surpresas sao constantes; o espaco e contido; o tempo e diferente dentro da prisao; os dias sao sempre os piores; quando presas, elas estao fardadas e a liberdade tambem pode ser prisao. Conclui-se que muitos dos conceitos e teorias do passado acerca do poder e do uso da disciplina para o controle dos corpos podem ser captados nas instituicoes contemporâneas e que assim as mulheres, objetiva e subjetivamente, explicitavam as adaptacoes nas formas de vida, nas relacoes e em suas identidades durante o periodo reclusao.

Dimensión perceptiva del arte. La teoría de López Quintás en los presupuestos curriculares de la reforma educativa argentina en Córdoba El arte es un lenguaje compartido que permite al hombre el desarrollo de potencialidades y competencias que contribuyen a su formación integral. El lenguaje artístico popular y actual aporta una plataforma de equidad al sistema educativo puesto que, al llegar sin discriminación a todos los sectores sociales, es un punto de partida de aprendizajes significativos y objeto de conocimientos relevantes; permite también alcanzar competencias más complejas y una mayor capacidad para emitir juicios críticos. La teoría de López Quintás sobre los estratos de la obra de arte ofrece algunas claves para potenciar la capacidad perceptiva del alumno en la formación artística. Palabras clave: educación estética, reforma educativa argentina, dimensión perceptiva del arte, competencia perceptiva. Perceptive Dimension of the Art. The Theory of López Quintás as regards the Curricular Inspiration of the Argentinian Education Reform, in Cordoba Art is a shared language that allows human beings to develop the potentials and competences which contribute to a complete education. The present and popular artistic language offers a platform of equity to the educational system because, as it does not discriminate and reaches all social levels, it is a point of departure for significant learning and an object of relevant

The functions fulfilled by the cinema festivals or exhibits are very diverse depending on the environment they are developed. The festivals are not just a space in which the filmmakers, professional or amateur directors (and other audiovisual related people) show and exhibit their works; moreover, they entail a cultural and social manifestation in which they generate important audiovisual roles, also from an educational, pedagogical and instructive nature. Accordingly, this article analyses the labour of study of the cultural functions which are developed at the Valencia Festival MICE (Mostra Internacional de Cinema Educatiu) "International Exhibit of Educational Cinema", with the objective of establishing which are the values and the beneficial aspects for primary and secondary pupils, in terms of audiovisual pedagogy, when they participate in an after school project such as in this festival. The suggested case of study is a clear example of cultural event that advocates for the spread and promotions of the audiovisual culture, the cultural exchange at an international and national level, as well as the integration of the little ones to the audiovisual world. The study aims the teachers from the participating centres to be the ones who assess and evaluate the contents and key aspects, such as the audiovisual alphabetization, the social participation, the team work and a democratic audiovisual learning accessible to all. All these aspects are excellent and necessary for the learning and teaching process of the audiovisual within the students community. The educational nature of the festival makes of it a proposal worthy of the approach given its impact in diversity, regarding the communicative and audiovisual needs of the future societies, which are acquiring more and more international level. The research sets the grounds to develop a later analysis and investigations focused on the appreciation of the student community itself in terms of audiovisual education. ___________________________________________________________________________________ Forma de citar este artículo en las bibliografías

Los desencuentros que afectan los procesos educativos entre los profesores de arte y sus estudiantes, evidencian resistencia o auto-ocultación de las propias implicaciones. Siendo protagonistas, no se visualizan como tales, dificultando con ello la construcción de realidades sociales distintas y/o emancipadoras. La significación imaginaria social nos ofrece la oportunidad de conocer la realidad de las artes y la cultura visual configurando críticamente su identidad multicultural. En nuestra actual civilización de la imagen este estudio y análisis del imaginario pretende ser una opción esencial para entender el mundo contextual de la realidad educativa de los profesores de arte y sus alumnos.

O artigo aborda o uso de audiovisuais na educação online a partir de uma prática pedagógica de produção de cibervídeos com estudantes da licenciatura em Pedagogia da Universidade do Estado do Rio de Janeiro. O objetivo da pesquisa foi compreender como os cibervídeos vêm se materializando e circulando no ciberespaço e, mais especificamente, na educação online, desenvolvendo, em contexto de pesquisa-formação na cibercultura, práticas de produção de gêneros de cibervídeos. O método escolhido foi a pesquisa-formação na cibercultura, onde as práticas de pesquisa e formação caminham em conjunto. A noção subsunçora Produção interativa de vídeos foi um dos achados da investigação, emergente das criações com hipervídeo e videoconferência pelas praticantes da pesquisa.

This article explores the possibility of combining educational approaches to film and theatrical drama to enhance teachers’ confidence in creative, transmedia and multidisciplinary approaches to learning. A detailed case study is explored – a short teacher training event which utilised certain media literacy resources to inspire and familiarise teachers with the language of images, while seeking to demonstrate how simple media devices can be used to connect film- and theatre-based pedagogies. Overall, the article considers ways in which teachers can obtain the confidence within a short time to integrate approaches inspired by film-making into their teaching in connection with their students’ enthusiasm for, and expertise in, digital media.

Art is a shared language that allows human beings to develop the potentials and competences which contribute to a complete education. The present and popular artistic language offers a platform of equity to the educational system because, as it does not discriminate and reaches all social levels, it is a point of departure for significant learning and an object of relevant knowledge. It also allows us to achieve more complex competences and higher capacity for critical judgment. Some ideas to promote the capacity of perception in art education students are found in the theory of López Quintás about the strata of a work of art

Las artes visuales y audiovisuales tienen una destacada presencia en la Red. Hoy día resulta imposible desarrollar una educación artística que no tenga en cuenta la influencia de la cultura digital. En el siglo XXI la aproximación didáctica al arte requiere de la implementación de procesos propios de la alfabetización mediática, visual y audiovisual. Confluyen, por tanto, Educación Mediática y Artística para asegurar la transformación individual y social. Este propósito se enmarca en lo que hoy se denominan Humanidades Digitales, centradas en el empoderamiento ciudadano y posible a través de procesos de aprendizaje y creatividad. Es urgente la adaptación de esta actividad y la reflexión en torno a la realidad contemporánea de la cultura digital y de la innovación, artística y educativa a través de los medios tecnológicos y de las pantallas. En este texto se proponen algunas bases conceptuales que, desde un punto de vista interdisciplinar, permitan abordar una educación artística que...

The main objective of this paper is to present the didactic guide for the critical teaching of the audiovisual means, with the purpose to facilitate instructional strategies for the critical study and alternative use of the audiovisual means in the classroom, based in the transversal contents (values) and the knowledge contents for each grade.

Este artículo pretende ir más allá de una breve exposición del horizonte teórico que basa la investigación, la metodología y una descripción de objetos educativos desarrollados a la luz del diseño; con el objetivo de identifi car los nuevos recursos para la adquisición, para los niños sordos, del portugués escrito y de la lengua brasileña de signos, LIBRAS. Esta investigación está sendo desarrollada en el Laboratorio Interdisciplinario del Diseño/Educación de la Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio) y está subvencionada por la FAPERJ y por el CNPq. Para hacer posible la investigación citada, se dio una sociedad formada por el

PART 1  Creating documentary video and drama with young people 7 6 Our Directorate was involved for two years in the Erasmus+ project "YouthDOCs: Recording critical glances on personal identity, youth culture and contemporary reality" that used video and theatre documentary as educational tools. The project took place in Eastern Attica, Greece, and Bayrampaşa in Istanbul, Turkey. Students from secondary schools in both regions, in groups, were invited to reflect upon, negotiate, choose, produce/record and exchange audiovisual messages, i.e. short (4-8min) videos or dramas, on what they believed should be preserved from their natural, man-made or social environment, as representing important aspects of their own youth culture and identity. In these DocDramas and DocFilms, students, in cooperation with local partners (local associations, NGOs, municipalities, etc.), at a first stage, presented their collective views of their own community-region and, at a second stage, of the community of the other region in the partnership. The project succeeded in: 1) Developing an innovative methodology for researching issues on youth culture by a) recruiting experts from both countries with different expertise who worked co-intentionally and creatively for two years, b) involving a significant number of schools, from various social backgrounds, in both countries which applied the methodology and provided feedback. 2) Producing educational material (handbook, seminars, tutorials, etc.) available for future use by the greater educational community. 3) Revising views and stereotypes on issues such as culture and identity of the self and the other. The impact on participating teachers and their schools was professional development, acquired skills in sharing good practice and working co-intentionally with experts, as well as skills on ICT, open educational resources and new educational tools. On participating students: development of personal identity, critical thinking and decrease in stereotypes, new skills on audiovisual expression. On participating Local Educational Authorities and their officers: A local network between schools, administration and NGOs is now established and can be used for further projects. Festivals, Conferences, Web Platforms and Material were organised to last (locally and internationally). The most important impact was that through this project all of us discovered that the issues of concern for the students and the teachers of both neighbouring countries are the same.

Aunque parezca que la situación actual de la creación artística es confusa y dispar, el arte siempre puede tener una dimensión educativa o cuanto menos de desvelamiento de la verdad, tanto para la persona que realiza la obra, como para el espectador que participa de ella. Por otro lado, la situación actual de crisis también se manifiesta en la educación, que está descubriendo la necesidad urgente de reinventarse para ser respuesta a la nueva cultura que se ha instalado en la sociedad. En esta búsqueda de nuevos caminos observamos cómo el desarrollo de las artes en el aula nos abre un abanico de muchas posibilidades en la nueva educación. La creatividad en todas sus acepciones es un concepto que se ha puesto de moda, y que se aplica como solución a los problemas de la economía, la política, las relaciones personales y sociales, etc. Su uso generalizado puede llevar a muchas confusiones y desvirtuamientos del sentido pleno del término. Dentro del mundo académico, también percibimos qu...

O artigo aborda o uso de audiovisuais na educação online a partir de uma prática pedagógica de produção de cibervídeos com estudantes da licenciatura em Pedagogia da Universidade do Estado do Rio de Janeiro. O objetivo da pesquisa foi compreender como os cibervídeos vêm se materializando e circulando, mais especificamente, na educação online, desenvolvendo, em contexto de pesquisa-formação na cibercultura, práticas de produção de gêneros de cibervídeos. O método escolhido foi a pesquisa-formação. A noção subsunçora Produção interativa de vídeos foi um dos achados da investigação, emergente das criações com hipervídeo e videoconferência pelas praticantes da pesquisa. Palavras-chave: Cibervídeos. Educação Online. Videoconferência. Hipervídeo. Pesquisa-formação na cibercultura. ABSTRACT The article discusses the use of audiovisuals in online education from cybervideos pedagogical practice production with undergraduate Pedagody students at Universidade do Estado do Rio de Janeiro. The a...