Significados sistêmico-complexos mediados pela linguagem audiovisual : investigando os fatores bio-sócio-histórico-culturais que permeiam as interações entre “ser humano-ambiente-teia alimentar”

Abstract

We believe that the interpretation of audiovisual language mediated by the movements of Oriented and Reflective Deconstruction and Articulated Paradigmatic Re-elaboration, movements of the Multiple Perspective Model Pernambuco - MoMuP-PE, can provide the teacher with subsidies so that he can perform deeper and interconnected "readings" about different themes conveyed by this language, in this case, in particular, about food. This theme was chosen because it includes aspects of a biological nature (physiological and psycho-emotional) and socio-historical-cultural (ways of obtaining, preparing and consuming food), as well as allowing different analyzes. Through the vast universe of existing semiotic theories, we chose Peirce's semiotics for analysis of the selected audiovisuals (Super Size Me, Primal connections and Ratatouille). Thus, we start from the following question: How can semiotic understanding of audiovisual language support the teaching-learning process of teachers aiming at the interpretation and re-elaboration of Systemic-Complex meanings on the bio-socio-historical-cultural factors that permeate interactions? between “human-environment-food web” through the experience of in-service training guided by MoMuP-PE? With the intention of answering it, we elect as general objective: To investigate the process of interpretation and re-elaboration of Systemic-Complex meanings of teachers regarding the bio-socio-historical-cultural factors regarding the relation “human-environment-food web”. , mediated by the audiovisual language articulated to MoMuP-PE, in the light of Peircean semiotics. The theoretical contributions are based on the articulation of four axes - 1, the paradigms of Science (Cartesian, Systemic and Complex); 2, MoMuP-PE; 3, Peirce's Semiotics and 4, Systemic-Complex Meanings. Seven teachers participated in this work. The instruments used were: - Conceptual Kit aiming at the elaboration of Network Conceptual Organizations (OCR) in Parking Lot; the audiovisuals: Super Size Me, Primal connections and Ratatouille; quiz; Semiotics PowerPoint; interviews and lesson plans. The methodological moments experienced were: Case presentation, Oriented and Reflective Deconstruction and Paradigmatic Articulated Rebuilding and Reconstruction. From the audiovisual analysis it appears that Super Size Me is a consumerist documentary and opposed to fast food consumption, Primal Connections is a documentary based on the bio-socio-historical-cultural analysis of food and Ratatouille is an animation that In addition to exploring the theme of food, it addresses power / hierarchy relationships in the kitchen, hygiene issues and gender. Was s found in the answers to the questionnaire that most teachers use images and audiovisual in their classes. Most posts / replies focused on interpreting their textuality. It is noticeable the transition between the levels of Firstness, Secondness and Thirdness of teacher-interpreters. The first OCRs focused on biological, sub and microscopic relationships, punctually appearing socio-historical-cultural issues. In the second OCR macroscopic relationships are observed, and in some cases, as in groups G.02 and G.03 there is a greater dialogue between the bio-socio-historical-cultural issues.