Seeing to write: a journey accompanying audiovisual writings in university teaching

Abstract

Thinking about teaching practices as a construction that is forged and makes sense in a historical and cultural moment (Maggio, 2018) leads us from the beginning of the work to address key issues that we identify in the students who come to our classrooms. In this article, we propose to share a didactic experience that we have been working on in the subject Audiovisual Narrative Structures of the Bachelor's Degree in Audiovisual Media. When beginning the design of the classes and teaching devices throughout several courses (2018-2024), we observed that the group of entrants has great potential to develop their audiovisual writing and, with reinforcement in the grammatical base, they can gain confidence when developing their audiovisual stories. In this context, we ask ourselves: how to teach how to write audiovisual stories to students who have great fragility in their literacy knowledge?, and also, how to accompany a large number of students “hand to hand” in a traditional university model? 

In this sense, we deployed all the creative tools and designed a “pedagogical device of advanced levels of audiovisual writing” and a course book, Writing Audiovisual Universes, to scaffold the learning of initial students, strengthening autonomy and self-control in their own writings.