Mediação dos artefatos audiovisuais por professores(as) das ciências da natureza para o letramento científico crítico

Abstract

This investigation explores the persistence of the instrumental approach in the use of videos by Natural Sciences teachers and its limitations in promoting an emancipatory education. The central question is: how can the mediation of audiovisual artifacts by teachers contribute to a transformative scientific education? The general objective is to analyze the limits and potential of this mediation for Critical Scientific Literacy. The study is based on Critical Technology Theory, Critical Scientific Literacy, and the concepts of Communicative and Didactic Mediation, which underpin the analysis of transformative and (re)signifying dimensions of audiovisual mediation in Natural Sciences education. It is a qualitative research, structured in a multipaper format, with two articles: one on the National Common Curriculum Base and its implications for audiovisual mediation, and another on the strategies and perceptions of teachers based on their reports. The results confirm the predominance of the instrumental profile in national curriculum guidelines for basic education, influenced by private sectors that value technology as a tool for human capital formation. Teachers are guided towards a technological mediation dominated by substantivism, resulting in a transmissive educational model. To change this scenario, a subversive approach that incorporates new values into digital technologies is necessary, aiming for emancipatory education. The potential of audiovisual mediation emerges when educational practices align with the subversion of dominant discourses and limitations imposed by educational policies that overemphasize technology as merely a tool.