Design de produtos educacionais: fundamentos conceituais aplicados ao ensino de ciências

Abstract

The development of educational products in the context of research in the area of Education presents a substantial challenge to postgraduate students in master’s and professional doctorate programs. Aiming to indicate a critical and emancipatory proposal for the development of educational products aimed at science teaching, this thesis investigated, through multimodal discourse analysis, the training of postgraduate students in the area of teaching using various online digital multimedia resources aimed at the practice of designing educational products, using a theoretical framework related to the theory of multiliteracies and the field of design. To achieve this objective, we first indicate a theoretical basis related to the epistemological, technical and pedagogical status of educational products. Based on this theoretical-methodological framework, we collected data through a synchronous training course for students in the area of Education, which were then analyzed with a view to constructing a pedagogical proposal for teaching design of educational products, which is materialized in an asynchronous course2, which characterizes the educational product generated in this work. To this end, we used audio and video recordings of the meetings, as well as the Google Forms platform as a data collection tool, through which we provided a form with multiple choice or checkbox options, as well as questions with an open answer option. As final considerations of the work, we verified that design, in conjunction with the pedagogy of multiliteracies, enables the development of a training path related to educational products, using diverse digital technologies, which enabled the development of the educational product resulting from this thesis. The discourse analysis mobilized allowed us to evaluate the sociotechnical scenario in which this development process is immersed, revealing the need for the educator to position himself critically in relation to the semiotic landscape in which he finds himself, só that his educational product fulfills its pedagogical intentionality, a fact that directs our attention to the possibility of future studies.