A atividade docente e uma proposta de formação para as vídeo-aulas

This article aims at presenting some concepts that will be necessary to defend our position that recording audiovisual media goes beyond good oral communication and mastery of content. It is necessary to know this new workspace and develop multimodal skills. In other words, it is necessary to assume the need to invest in didactic sequences so that the teacher can improve this new knowledge. For this, we will discuss the teaching activity and the characteristics of the audiovisual media, and then we will present some guidelines for the elaboration of a didactic sequence about the video lesson. Our discussions are linked to the studies of Bronckart (2006/2008), Clot (1999/2006), Amigues (2004) and Saujat (2002) and Machado (2007) on teaching work, and the development of didactic sequences for teaching text genres (SCHNEUWLY and DOLZ, 2004). In this article, we assume video lessons as a teaching object, so that the teacher can make them one of his tasks at work. Through didactic sequences that problematize all stages of the production of a video lesson, we believe it is possible to contribute to its mastery by the teacher.