<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000100053</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i1.8666098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ALGUMAS REFLEXÕES SOBRE A PANDEMIA, AS VISIBILIDADES, A VELOCIDADE E SUSPENSÕES POSSÍVEIS EM UMA EXPERIÊNCIA AUDIOVISUAL DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[SOME REFLECTIONS ABOUT THE PANDEMIC, THE VISIBILITY, SPEED AND POSSIBLE SUSPENSIONS IN AN AUDIOVISUAL TEACHER EXPERIENCE]]></article-title>
<article-title xml:lang="es"><![CDATA[ALGUNAS REFLEXIONES SOBRE LA PANDEMIA, LA VISIBILIDAD, VELOCIDAD Y POSIBLES SUSPENSIONES EN UNA EXPERIENCIA DE PROFESOR AUDIOVISUAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paes]]></surname>
<given-names><![CDATA[Bruno Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fresquet]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Universidade Federal Fluminense ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal Fluminense curso de Licenciatura em cinema e vídeo ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Católica Argentina Universidade Federal do Rio de Janeiro Faculdade de Humanidades e Ciências da Educação]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>53</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000100053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A proposta deste artigo é oferecer um mapeamento a respeito de certos impactos sociais, culturais, econômicos, psicológicos e pedagógicos da pandemia de covid-19 e, dentro desse cenário, pensar de que modo uma proposta de experiência audiovisual pode contribuir para o processo pedagógico de compreensão deste momento. Algumas formas autônomas de trabalho ganharam força e disseminação em meio ao isolamento forçado. Termos como home office, &#8216;teletrabalho&#8217;, &#8216;ensino remoto&#8217;, &#8216;cursos online&#8217;, palestras, webinars, &#8216;startups de inovação digital&#8217; e outras narrativas ganharam força. Em um contexto de afastamento social, os professores enfrentaram desafios e buscaram soluções para encontrar uma sobrevivência. Em meio a todas essas implicações e agenciamentos colocados por essa realidade ao espaço da escola e às subjetividades profissionais de docentes (e discentes) atravessados pelas visibilidades, pelos recursos midiáticos e pelas novas temporalidades, precisamos compreender um pouco sobre o impacto de certos comportamentos neste novo contexto social. Nesse sentido, compartilhamos uma experimentação audiovisual em estágio inicial, realizada via telefone celular em uma turma de ensino fundamental. A proposta é a produção de pequenas &#8216;videocartas pandêmicas&#8217; que captem planos, imagens, objetos, rotinas, histórias ou momentos que, na visão do aluno, sejam ilustrativos de uma emoção e/ou reflexão sobre estes tempos de distanciamento. Concluímos que os processos audiovisuais configuram uma maneira ampla e plural que conjuga diversas linguagens no ato de comunicar o pensamento, sensível em um contexto de audiovisualização da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to provide a mapping of certain social, cultural, economic, psychological and pedagogical impacts of the Covid-19 pandemic and, within this scenario, to think about how a proposal for an audiovisual experience can contribute to the pedagogical process of understanding this moment. Some autonomous forms of work gained strength and spread amid forced isolation. Terms such as home-office, telework&#8216;, remote learning&#8217;, &#8217;online courses&#8217;, lectures, webinars, &#8216;digital innovation startups&#8217; and other narratives gained traction. In a context of social distancing, teachers faced challenges and sought solutions to find survival. And, amidst all these implications and arrangements placed by this reality on the school space, on the professional subjectivities of teachers (and students) crossed by visibilities and media resources and new temporalities, we need to understand a little about the impact of certain behaviors in this new social context. In this sense, we share the first steps of an audiovisual experimentation carried out via cell phone in an elementary school class. The proposal is the production of small 'pandemic video-letters' that capture plans, images, objects, routines, stories, moments that, in the student's view, would be illustrative of an emotion and/or reflection of these times of distancing. Our point is to show that audiovisual processes constitute a broad and a plural way that combines several languages in the act of a thought communication. Sensitive in one context of a life audiovisualization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este artículo es brindar un mapeo de ciertos impactos sociales, culturales, económicos, psicológicos y pedagógicos de la pandemia Covid-19 y, dentro de este escenario, pensar cómo una propuesta de experiencia audiovisual puede contribuir al proceso pedagógico. de entender este momento. Algunas formas autónomas de trabajo cobraron fuerza y se extendieron en medio del aislamiento forzado. Términos como oficina en casa, trabajo a distancia ", aprendizaje remoto", "cursos en línea", conferencias, seminarios web, "empresas emergentes de innovación digital" y otras narrativas ganaron terreno. En el contexto del aislamiento social, los maestros enfrentaron desafíos y buscaron soluciones para encontrar una supervivencia. Y, en medio de todas estas implicaciones y arreglos que coloca esta realidad en el espacio escolar, en las subjetividades profesionales de los docentes (y discentes) atravesados por visibilidades y recursos mediáticos y nuevas temporalidades, es necesario comprender un poco el impacto de determinadas conductas en este nuevo contexto social. En este sentido, compartimos la experimentación audiovisual realizada a través del teléfono celular en una clase de primaria. La propuesta es la producción de pequeñas 'video-cartas pandémicas' que capturan planos, imágenes, objetos, rutinas, historias, momentos que, a juicio del alumno, serían ilustrativos de una emoción y / o reflejo de estos tiempos lejanos. Concluimos que los procesos audiovisuales constituyen una forma amplia y plural que combina varios lenguajes en el acto de comunicar el pensamiento. Sensible en uno contexto de audiovisualización de la vida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[Audiovisual]]></kwd>
<kwd lng="en"><![CDATA[Society]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="en"><![CDATA[Audiovisual aids]]></kwd>
<kwd lng="es"><![CDATA[Sociedad]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
<kwd lng="es"><![CDATA[Audiovisual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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