TÉCNICA STOP MOTION DE ANIMAÇÃO NA FORMAÇÃO INICIAL DE PROFESSORES À LUZ DA APRENDIZAGEM SIGNIFICATIVA CRÍTICA

Abstract

The term “digital culture” gained emphasis in the Common Core National Curriculum due to the great use of the Digital Information and Communication Technologies (DICT) in the social environment. This new established multimodal language reflects on the teaching process in which a large number of information can be accessed in a fraction of seconds. This scenario results in teachers wondering about their classroom practices and searching for methodology options that sensitize students to the learning process. Considering this problem, an Extension Course called STOP MOTION ANIMATION TECHNIQUE AND THE INITIAL TRAINING OF BIOLOGY TEACHERS was implemented with a 40 hours’ workload, together with Biology Graduate students from UNICENTRO. The course aimed to contribute for the initial training of teachers giving them a cognitive environment stem from the Critical Substantial Learning Theory and as to obtain and develop specific skills to the use of the Stop Motion Animation Technique. The present research had a qualitative and quantitative approach in the participative research category and was validated, improved and concluded based on the data collected during the extension course. Pre and post tests were applied to ascertain indications of substantial learning about the course’s concepts. The participants also answered to questionnaires by the end of each module and produced and presented animations in addition to a text production. The data analysis of the pre and post tests was made through the descriptive Structural Model Proposal of tests that resulted in a positive conceptual evolution in every one of the proposed questions, therefore assuming evidences of learning and assimilation of concepts in conformity to the Critical Substantial Learning Theory and the Stop Motion Animation Technique.