Repercussed learning from Digital Storytelling methodology: case study in a Pedagogy class

Abstract

Stories are everywhere and are used to motivate others, convey information, share experiences, socialize and connect with new people. The ability to tell/communicate stories allows you to transcend personal structures and take on broader perspectives, becoming an important learning tool. The Digital Storytelling methodology, in turn, has proven to be a mechanism that can foster learning. This work sought to capture the learning/skills obtained by students on the pedagogy course at a university in northeastern Brazil using the Digital Storytelling methodology in audiovisual format. Authors such as Rodrigues (2020), Rodrigues and Almeida (2023), Pasinato, Lopes, and Motta (2023), Moura and Franco (2023), Prado et al. (2017), Cruz (2016) and Robin (2006), among others, were used to discuss the potential of Digital Storytelling. The methodological instrument that supported the generation of data was a focus group interview with 12 pedagogy students from a public university in the northeast, which sought to capture changes in terms of learning, after their participation in a workshop that focused on the production of Digital Storytelling. As a result, participants developed several skills, which can result in learning relevant to their training.

Keywords:
Active methodologies; Digital Storytelling; Learnings; Skills