The use of videos as a pedagogical device in training in psychology

Abstract

The social transformations coming from information technologies, generate new types of relations and these modifications also arrived at the educational institutions. The teacher was deprived of the role of supposed knowledge, being imperative the need to update and understand new forms of knowledge construction, enabling a better teaching-learning relationship. In this sense, when faced with a reality in which students access “information” and “produce” knowledge obtained by the great network, films and other media, the figure of the teacher and textbooks as depositors of knowledge, have lost their centrality. Inspired in the field of Science, Technology and Society we bet on the concept that objects exist through practices and not before them. In this sense, tracking the practices that connect videos, teaching-learning relationship and training in psychology was the purpose of this research. This was a descriptive study, of the survey research type, in which 13 (thirteen) teachers from a University in the interior of Rio de Janeiro were interviewed in order to investigate whether they use videos in their classes, what methodology and form of evaluation of the Results. For discussion we turn to Bardin’s Content Analysis. It was concluded that, most teachers use movies as a tool to fix content, which reduces the methodological device to a mere reinforcement of the obsolete teaching-learning relation, disregarding the student’s autonomy and especially his ability to think and To reflect on what is being offered, demarcating the pedagogical praxis that is primordial for the formation of the individual.