Documentário Grafite.mp4: reflexões sobre a interface comunicação educação

A partir das disciplinas Educação e Tecnologia e Narrativa Ficcional e Documentário do Curso de Rádio e Televisão da UFMA, foi elaborado um produto audiovisual que relaciona arte urbana, comunicação e educação. O “documentário grafite.mp4” apresenta o processo de ensino baseado nas experiências de vida advindas dos educadores e educandos através do ato comunicativo, onde a arte urbana funciona como meio de repensar esses processos dentro do espaço escolar. Logo, este presente trabalho busca analisar teoricamente tais atos evidenciados na produção do documentário, traçando caminhos conceituais para compreendê-los, através do tripé teórico comunicação,experiência e educação.Grafitti.mp4 documentary: refletions on the education communication interfaceAbstractFrom the subjects Education and Technology and Fictional Narrative and Documentary of the Radio and Television Course at UFMA, an audiovisual product was made to relate urban art, communication and education. The “grafite.mp4 documentary” presents the teaching process based on life experiences arising from educators and students through the communicative act, where urban art works as ways of rethinking these processes within the school space. Therefore, this present work seeks to theoretically analise such acts evidenced in the production of the documentary, tracing conceptual paths to understand them, through the theoretical tripod communication, education and experience.Keywords: Communication; education; experience; documentary.

Permission (Not) Granted

The space of an elementary school is expected to regulate the bodies of the children within its fences. While the space of the school does this as expected, it also exerts regulation on adults inside and outside of the school space. I engage in formal participant observation of a public street and public school over three days, alongside an immersive ethnography. Formal observation allows participants to remain affectively unaffected, while community membership lends the project benefits of immersive ethnography, like context. I rely on Deleuzian concepts of coding machines, facialization, and affect to address how space codes and recodes bodies through their interactions with boundaries and Manning’s notion of “leaking” affect. I pose the school space as leaky and argue that the space touches bodies both inside and outside of its boundaries and is affectively touched by those bodies in return. This project identifies four particular kinds of bodies affecting each other: the school itself, the children-students, the adults, and the unaffiliated bodies outside the school. I argue that bodies interacting with the school are constantly negotiating permissions: some, like children and teachers, may enter; some may leave. These negotiations extend even to gaze; some may look into the yard, while others (particularly adult men) must actively look down or away. This article considers the conceptions of acceptable bodies in particular places and the processes, formal and informal, which allow some bodies into space and deny others, framed through an understanding of overcoding, legibility, and affect.

Forms and functions of the contemporary school: erasures between modernity, postmodernity and neoliberalism

This essay aims to problematize how certain school practices are enabled and supported for their existence, since different economic discourses in statements that materialize in the school and students. From this perspective, we believe that rethinking the school space with characteristics of modernity in a post-modern scenario is to enhance essential functions for the continuation of our own existence as a public and collective institution. We assume that to question the potentialized discourses of neoliberalism in education, rooted in the development of economic progress and the ultra-market, in which interests and responsibilities of the State shift and mix from private social actions in the school space with interests of market, becomes an indispensable task. We argue that neoliberal marketing languages ​​are active in the forms and functions of contemporary schools, advocating the need for a debate that emphasizes education based on the development of school subjects committed to the public and the social.

The Effect of School Space on Pedagogical Practices and Students’ Learning Outcomes: A Review of Scientific Sociological Literature

School space is an important factor in the realization of educational work since it shapes the material conditions for the implementation of the educational process. The aim of this paper, which focuses on a review of contemporary sociological scientific literature, is to investigate and highlight the effect of school space on the shaping of pedagogical practices, as well as on the pupils’ learning outcomes. Study and analysis of the content of research findings and relevant scientific papers reveal that school space is chiefly “mono-functional” and that both teachers and pupils remain caught up in the implementation of what are largely traditional pedagogical practices. School space clearly needs to be adapted to the new pupil-centered pedagogical methods, and this can only be achieved through the initiative and agency of the teachers. Finally, it is also clear that the pupils’ learning outcomes are to a great extent linked to the position they occupy in the space within the school classroom.

School space selection preferences: Architectural perspective toward formal school

<span lang="EN-US">School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.</span>