The Teaching of Documentary as a Means of Meaningful Social Learning

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Abstract

In this research work, it is analyzed how the strategies of the DASS teaching methodology (Documentaries for Significant Social Learning) directed the reinforcement of social learning, linked to the interactions developed within the human teams of realization and representation of realities sociocultural in documentary productions. The research approach was qualitative with an interpretive paradigm and aspects of social constructionism. The sample was intentional and made up of eighteen university students from the Communication career who developed the course on Reporting and Documentary Making, and constituted special cases to explore their learning experiences from the use of semi-structured interviews. The results show that guided social interactions and the sociocultural environment within which students act collaboratively, facilitated learning in documentary practice.