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.

The aesthetic experience of learning between real and virtual

From Socrates to Dewey, learning is linked to reality and movement, in relation to the aesthetic implications of the communication/education dynamic: the possibilities offered by the virtual in the educational logic exist as a choice to increase reality, not decrease it. The article retraces stages of pedagogical thought in which the question of movement is central, opening the history of education to the work of Marshall McLuhan who first investigated the relationship media-learning. Also in the didactic practices of the current pandemic moment of "distance learning” has been introduced, we cannot disregard the idea of education as an "aesthetic experience", in search of beauty and of a balance, precarious yet rich, between real and virtual.

Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitize students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an intercultural telecollaboration project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation albeit modest and piecemeal as part of a longer process. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US undergraduates explored how the theme of the Covid-19 crisis has been expressed artistically in their countries, and then communicated online, using English as their lingua franca, to design in mixed international groups artistic multimodal creations collaboratively to channel their suffering and trauma associated with the pandemic. This article analyses and evaluates the project. Data comprise the students’ artistic multimodal creations, their written statements describing their creations, and pre and post online surveys. Our findings indicate that students began a process of transformation of disturbing affective responses by creating artwork and engaging in therapeutic social and civic participation transnationally, sharing their artistic creations using social media. We highlight the powerful humanistic role of education involving artistic expression, movement, performativity, and community engagement in order to channel discomforting feelings productively at personal and social levels.

Educating critically about language and intercultural communication: What and who is at stake?

This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.