(1508) SELF-EDUCATION IN TEACHING: A PROPOSAL FOR INTELLECTUAL ENANCY

摘要

Self-education corresponds to a quest for knowledge without the need for a teacher targeting,which sometimes ends up not allowing students to seek their own answers. According to Jacques Rancière (2017), it is this self-education that contributes to the intellectual emancipation of the subjects. Starting from a view of the classroom as a space for building knowledge, that surpasses the classic vision of school communication, in which there is only one transmitter and several receivers, denominated by Paulo Freire (2005) of "Banking Education", happened an experience of self-regulation of learning. The activity was developed with a group of 36 future teachers of the course Letras, Lingua Portuguesa, from the Federal University of Rio Grande do Norte, Brazil, in the Educational Technologies curricular component. The group was asked to read the text “Infancia, midias e aprendizagem: autodidaxia e colabora玢o” (Belloni & Gomes). Next, in the virtual learning environment they should post a link of a video that helped them to better understand the proposed theme and the link to a story that covers the theme of the text. Then, an explanatory video (like a video lesson) of a maximum of 3 minutes was requested, about the text we have been studying. The activity was followed by a self-assessment, also available in the virtual learning environment. The preparation of the video lessons is justified because it is the tool most students use for individualized study. The results of the experiment revealed that, by having the content studied understandable to others from an audiovisual resource with a limited time, future teachers develop the skills of analysis and synthesis. Metacognition still contributes to a more effective understanding of what is being studied. Future teachers conclude that, by making use of this strategy, they enable students to develop their intellectual autonomy, in addition to approaching the social culture of reference of these subjects, making more meaningful what is studied in the school.