Produção de animação instrucional de língua portuguesa para os anos finais do ensino fundamental.

Abstract

It is well known that, during the Coronavirus pandemic, when the Emergency Regime for Non-Face-to-Face Activities (REANP) was implemented, the use of digital technologies among students and teachers grew considerably. In the search for digital material to continue with remote classes, the author noticed a scarce availability of specific animations for teaching Portuguese Language (PL) content for the final years of elementary school (E.F. II). Although there are several studies that address the use of animations in the teaching-learning process, such as Ferreira and Almeida (2018); Silva (2020) and Silva, Lima and Ferreira (2020), the teacher-researcher noticed a gap regarding those that deal with the process of creating instructional animation, specifically considering PL content. Therefore, understanding that this resource is of great value in supporting teachers in their daily practice, this research aims to contribute to teacher training by answering the question: what is needed to produce instructional animations, considering a Portuguese Language planning for students in E.F. II? With this purpose, the general objective was to investigate the contributions of the use of instructional animations as a tool in the teaching-learning process of LP in E.F. II. The specific objectives were: to develop a meta-research on the subject of instructional animation; to analyze institutional animations produced by the teacher-researcher, in light of the cognitive load theory (Sweller, 2008) and the multimedia learning theory (Mayer, 2022); to present the proposal of a guide for the production of instructional animation of a topic of study of the LP content aimed at E.F.II. To achieve these objectives, this research assumed an applied nature, with a qualitative approach and a descriptive and exploratory character. The three most viewed videos produced by the author and published on the internet, on the YouTube platform, during REANP were used in the analysis. The analysis categories were: 1. Cognitive load management strategies; 2. Strategies to increase relevant cognitive load; and 3. Impact of the videos. After the analysis, it was evident that the strategies indicated by CBT (Sweller, 2008) and TAM (Mayer, 2022) were used in the videos examined. Instructional animations are considered to have great potential in the teaching-learning process, but there is still a great challenge for digital technologies to be widely used in the school environment. It is considered that there is still room for future research in this area.