LIGHTS, CAMERA, EDUCATION: : VIDEO PRODUCTION PRACTICES AS A TEACHING STRATEGY IN ENGLISH LANGUAGE

Abstract

This article presents an experiential report on English language video production as a pedagogical strategy within the International Trade Technology program at Fatec Itapetininga, covering the period from 2013 to 2024. The theoretical framework is anchored in Multiliteracies Pedagogy and the Network Society, discussing the student's transition from a passive receptor to a cultural prosumer. The methodology, descriptive-analytical in nature, is based on participant observation and the systematization of educational praxis. The results reveal a significant diversity of genres and themes, highlighting the role of multimodality as a pedagogical scaffolding for oral expression. Furthermore, the practice demonstrated a high degree of engagement, creativity, and technical refinement—factors that bolstered inter/transdisciplinarity by connecting language learning to strategic areas such as Marketing, Economics, Agrotourism, and International Relations. It was found that the use of video in higher education acted as a catalyst for orality and critical literacy, reducing inhibition barriers and valuing students' cultural repertoire. Additionally, the orchestration of semiotic resources—visual, auditory, and spatial—fostered meaningful learning and collective intelligence, promoting student agency and digital ethics. This perspective views education as a practice of freedom, overcoming the dichotomy between intellectual and technical work. It is concluded that this practice establishes itself as an emancipatory tool, essential for integral human formation within a sociotechnical paradigm marked by digital ubiquity and the need for authentic communication in global environments.