Som, imagem, espaço e movimento: construindo conhecimentos a partir de apropriações e vivências pedagógicas na sala de aula do maternal

Abstract

This article shows some theoretical and practical results related to the integrated use of sound, image, video and text and its movement in the construction of knowledge among students of a nursery class of a municipal school in the city of Nova Palma in Rio Grande do Sul. The pedagogical practice was based on the pedagogical media-tion of the teacher, interaction in the conversation wheel, offering for exploration in organized circumscribed spaces, access and subsequent intervention to use these resources, according to the need of the group. The work started with the search for a theoretical framework appropriate to the researched subject, in order to propose to the students challenging activities involving the use of these resources, to work listening and production with the children. The objective of this work was to bring audiovisual resources to be explored by the children, which had according to the project of the class and also with the School's Political Project Pedagogical. The methodology used underwent a review of the literature and a case study, being called qualitative exploratory character. The main conclusion drawn concerns how the use of audiovisual resources can contribute to the construction of new learning of the children of the mother, when the proposals challenge and promote the interaction between them and the object of study/knowledge.