Image Lab is part of the EICOS Program and works in close association
with researchers. Its function is to organize the materials
and technical support indispensable for the development and training
of students and teachers interested in the video techniques employed
in psycho sociological research.
purpose of the training is to acquaint the researcher with the video
universe, learning the techniques and tools that will enable him/her
to act in all production stages of a visual document.
One of our challenges is how to coordinate the technology and the
job requirements (filming, writing the script, and editing, among
others) in a way that also favors the requirements of researches
on human and social sciences. We agree with Rouchs and Frances
ideas, and we have observed since 1986 in our work beginning
with our first film "Maria Maria" - that a sensitive and
attentive look on the part of the researcher will add to the technique
not only spontaneity, in capturing details that would escape a strictly
technical team, but, above all, authenticity to the recorded images.
Besides, in order to perform the feedback work, the researcher really
has to get into the directors role, and the more he understands
about videos possibilities and limitations the better will
be the results achieved.
EICOS/UFRJ Lab Image has developed its research themes based on
the following ideas, which underline to the importance of the video
for research work.
An alternative or complementary way of recording information:
although this option does not really take advantage of all the potential
that video techniques have to offer, it does have several advantages
over techniques which record only verbal behavior, since it makes
it possible to work with the corporal dimension difficult
to be captured by other techniques. The non-verbal dimension represents
a rich universe to be explored by itself or in conjunction with
verbal aspects, either in the research area or with the intention
to preserve the memory of social groups.
have the ability of showing more than just a description.
They provide a perception of faces, looks, textures, forms,
dimensions, colors and volumes that make up the world as visible
manifestations of culture.
Access to specific social groups: both
in research and in documentation there are stances where recording
the non-verbal dimension is the only path of access to certain social
groups traits that we wish to know better, in special when
the verbal code is asymmetric between researchers and researched.
DAvila Neto underlines the code issue in relation to her research
with women from underprivileged backgrounds in Brazil. For the author,
the insufficient command of the word in relation to the researchers
(university level) found among women, prevents more comprehensive
our specific project the subject of codes called our attention:
few women knew how to write and read, and certainly none or
almost none of them could have answered a complex question
about womens contribution to cultural development. The
simple formulation of our theme, even carefully phrased, would
show our idea of culture and our own aspirations and needs.
In a country where so many cultural elements are blended,
we run the risk of losing certain cultural traits, repressed
by intense domination and colonization mechanisms."
Although feedback is not very often employed in sociological researches,
its contribution to participative research is promising. In psychology,
the contribution of feedback techniques is easily identified, in
special in the therapeutic approach. Its use in the psycho-sociological
area has been developing for the last ten years. In Brazil, the
works of DAvila Neto , are responsible for the creation and
implementation of the Image Lab and for the development of the Image
wealth of resources provided by video techniques in participative
researches have been an important element in programs working in
the social-cultural dimension of development (such as feedback),
in researches using group animation techniques and as a way of preserving
the memories of certain social groups.
4. A useful resource for works dealing with development: videos
are also a powerful resource for programs dealing with the development
of the social-cultural dimension. Technically, they constitute a
privileged tool in the production of strategies of remote didactic
integration. In this case, the technique acts as a support for the
creation of video training programs, teleconferences and other media
activities that include images, associated to the available informational