Between sound and image
Technological convergences for accessibility and the promotion of knowledge
DOI:
https://doi.org/10.55028/edutec.v5i1.23999Keywords:
Educational accessibility, Technological convergence, Scientific dissemination, Augmented reality, Amazonian EducationAbstract
This study analyzes the convergence of technologies as a strategy to promote accessibility and the dissemination of knowledge in diverse educational contexts. The research is developed as a case study, focused on two technological tools created at a public university in the Brazilian Amazon: a weekly radio and television program aimed at scientific dissemination and an augmented reality system with interactive objects, applied in pedagogical activities. The objective is to understand how the integration of these technologies can broaden access to information for different audiences, especially in regions marked by infrastructure inequalities and limited access to in-person education. The methodology combines qualitative and quantitative approaches, including participant observation, document analysis, and data collection via digital platforms. The results indicate that radio episodes addressing themes such as sustainability, applied science, and social inclusion had greater reach on social media, reflecting public interest in topics related to the Amazonian context. Meanwhile, the augmented reality project showed significant improvements in students' understanding of scientific concepts, particularly among elementary school students. The comparative analysis of both tools highlights the complementarity of sound, visual, and interactive languages in mediating knowledge and supports the use of active methodologies adapted to the socioterritorial conditions of the Amazon. Technological convergence, when guided by principles of inclusion and contextualization, proves to be an effective strategy to enhance the transformative role of education by diversifying communication channels and fostering critical and accessible educational practices.
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