MULTIMEDIA AND MEANINGFUL LEARNING IN SCHOOL

Abstract

The theme of multimedia resources for education was addressed through the relationship between multimedia and meaningful learning at school, emphasizing the connection with prior knowledge through examples, analogies, and contextualization. The research problem was: how did the use of multimedia resources, articulated with strategies to connect with prior knowledge, foster meaningful learning at school? The general objective was to systematize, based on the selected literature, how multimedia resources could be integrated into school pedagogical practices to foster meaningful learning. The methodology adopted was bibliographic research. In the development, multimedia resources were discussed as pedagogical and cultural mediations, as well as the need for planned integration and teacher mediation, highlighting the role of curation and didactic organization to avoid superficial uses. It also examined how examples, analogies, and contextualization, supported by different multimedia languages, fostered the activation of prior knowledge and the attribution of meaning to curricular contents. In the final considerations, it was concluded that multimedia fostered meaningful learning when it was used with pedagogical intentionality, aligned with planning, access conditions, and activities that promoted interpretation, synthesis, and student authorship, indicating the relevance of applied studies in school contexts to deepen the findings.