Classroom-Based Research Experiences
Classroom-based research delves into teaching and learning within teachers' classrooms, aiming to enhance practices, outcomes, and educational insights. Here, I share some of my action research experiences.
Artificial Intelligence in the Creation of Mockumentaries in Art Classrooms:
Challenging Disinformation through Pseudo-Historical Narratives and Deepfakes
The "Oeiras Voltada ao Mar" project engaged high school students in using AI tools like ChatGPT and D-ID to create deepfakes and pseudo-historical narratives about local heritage, exploring AI's creative potential while addressing challenges like misinformation and ethical image use.
Visual empowerment through synthetic media: the E-ARTi Project in art and media education
The E-ARTi Project, funded by FCT and hosted by the University of Lisbon, uses synthetic media like deepfakes to empower secondary students and teachers through art-based methodologies, fostering critical thinking, cultural literacy, and visual activism while addressing ethical AI use in education.
Visual Culture Education in Social Media [EVMS]: Memes and Remix Culture as Tools for Developing Visual and Media Empowerment Skills in Secondary Education
This PhD thesis examines how remixed digital media, like internet memes, can promote visual and media empowerment in education. It develops a curriculum proposal for secondary education, focusing on visual culture in social media. The research combines action research, ethnography, and classroom experiments to design this curriculum.
Media Education in Art Classes: Intertextual Creation of Memes as a Means of Visual Empowerment for Environmental Awareness
This paper identifies key social media skills for a visual culture education curriculum, applying a theoretical-practical methodology. It presents classroom research conducted with 126 sixth-grade students and four teachers at Pedro Arrupe School in Lisbon. The study, held from November 2017 to February 2018, offers insights into the curriculum's implementation.
Social Media Content Creation as an Educational Resource in Teachers' Professional Development
This paper discusses an experience in creating educational social media content as part of continuing education for primary and secondary school teachers. Conducted through two workshops at the Centro de Formação de Escola António Sérgio in Lisbon (2017/2018), the goal was to map and explore skills and literacies involved in the creation, critique, and sharing of remixed visual content on social media. The workshops involved 22 participants from various curriculum areas.
nterpretation of Images on Social Media: A Curriculum Development Proposal for Analyzing and Creating Social Content in Secondary Education
This paper explores the development of social media skills by reinterpreting current art education curricula in secondary schools in Portugal and Brazil. Using a methodology based on analyzing these curricula and conducting a practical workshop with master's students and secondary education teachers, we present the results of a workshop held in June 2016 at the Future Teacher Education Lab at the University of Lisbon.
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