Why teachers use videos as mediators in the learning process?

Abstract

This article was based on a research carried out to investigate the reasons that lead teachers to use videos in their classes in the city of Sorocaba / SP. This is an exploratory research of a qualitative and quantitative nature, which used as a data collection instrument a questionnaire with a script of closed and open questions, practically applied; Twenty-five participating teachers from different segments of basic education participated in the study. Tabulation of the closed questions and content analysis of the open dissertation questions were carried out. The results show the reasons that professors allege to use (or not) videos in their classes and methodological options of those who use this resource, including related to the phases of the professional cycle that are. The minority group of non-users argue about lack of physical structure and / or time to watch and select works; the teachers who make use of the video in class use to illustrate and complement the content of the discipline, highlighting among the most common reasons for choosing this resource the interactivity provided by considering the current society as an "Image Society". The justifications presented for the choice of this mediating instrument could be categorized into six themes: Complementation; Image Society; Introduction; Instigation; Interactivity; Recreation. These categories emerge according to the video's display objectives and provide clues about the methodologies used by teachers; in this sense there was a certain structural pattern, which consists of three moments: 1-theme presentation, 2-video display and 3-return. There was, however, variation in the presentation of the theme (theoretical exposition, previous knowledge survey, and questionnaire), how the exhibition occurs (with or without pauses) and the conclusion of the action (talk wheel and / or textual production).