Didactic-pedagogical potentials of web documentaries in educational contexts: a systematic bibliographic review

Abstract

The web documentary, as an emerging digital genre, mixes semiotic resources, such as visual and sound, as well as interactive elements, integrating narrative and journalistic characteristics of traditional cinematographic and television documentaries with the characteristic strategies of internet communication, generating innovative audiovisual products, both aesthetic and informational point of view. Increasingly popular, web documentaries are also beginning to gain space in the educational context, either because of their innovative potential for presenting more dynamic and interactive content, or because of their ability to involve learners in more meaningful learning experiences, both through production and through sharing and consumption produced by the apprentices themselves. Motivated by these possibilities, this article presents a systematic bibliographic review that searched the CAPES Catalog of Theses and Dissertations for works defended between the years 2012 and 2023, and which points to the potential offered by the use of webdocumentaries for the educational field. As a text selection criterion, the following keywords were used: “webdocumentary”, “interactive documentary”, “webdoc”, “multimedia documentary”, “transmedia documentary”, inserted in the search engine of the CAPES portal. In total, 9 dissertations/theses were analyzed, using the methodological principles of Categorical Content Analysis (Sampaio; Lycarião, 2021). The results suggest that the web documentary, in the school context, is a “denouncement genre”, with themes that generally address the social problems that afflict school communities, generating greater interest in learners and serving as a means to involve them with more situated educommunicative practices and criticism.