Análise da usabilidade de material didático como instrumento de aprendizagem no ensino superior na modalidade EaD
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Data
2019-07-01
Autores
Adami, Luciana Aparecida Mani
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com o intuito de democratizar o acesso ao Ensino Superior, houve uma grande expansão da Educação a Distância (EaD) no Brasil, que culminou na ampliação de Políticas Públicas que flexibilizaram a implantação de cursos oferecidos nessa modalidade de ensino. Essa experiência trouxe diversas reflexões acerca dos desafios e das dificuldades encontradas na busca pela qualidade de projetos em EaD, sobretudo, relacionados aos diversos componentes que o estruturam, dentre os quais se destaca o material didático. Considerando sua relevância nesta pesquisa, optou-se pela análise do material didático, por ser um recurso que pode potencializar o processo de ensino e aprendizagem na EaD. A questão que motiva o empreendimento de uma pesquisa sobre esta temática consiste em identificar quais estruturas de materiais didáticos e quais componentes podem facilitar o processo de aprendizagem e possibilitar a construção do conhecimento; assim, avaliar a usabilidade do recurso material didático nos cursos de Ensino Superior na modalidade a distância constitui o principal objetivo deste estudo. A metodologia que conduz esta pesquisa se caracteriza como qualitativa, exploratória e descritiva, por pretender, inicialmente, verificar em que proporção o material didático auxilia na aprendizagem dos alunos que estudam nessa modalidade de ensino e, posteriormente, pela análise das Políticas Públicas de EaD, avaliar se os critérios de qualidade de material didático definidos nos Referenciais de Qualidade do Ministério da Educação (MEC), de fato, estão garantindo aos alunos uma formação intelectual e profissional efetiva. Desse modo, a pesquisa está estruturada em duas etapas: a primeira, constituída pela pesquisa documental, construída a partir da análise de conteúdo dos materiais didáticos que compõem o corpus documental à luz das teorias que fundamentam as concepções de material didático e dos objetivos que norteiam esta pesquisa, e a segunda etapa se dá pela pesquisa on-line, a partir da aplicação de questionário misto (questões abertas e fechadas), do tipo survey, no qual se objetiva identificar a opinião dos alunos acerca da percepção que estes têm em relação ao material didático. Pretende-se, a partir dos resultados obtidos nesta pesquisa, propor diretrizes e parâmetros para a construção de modelos de materiais didáticos que potencializem a aprendizagem e efetivem a construção do conhecimento e, enquanto instrumentos avaliativos, que essas diretrizes possam nortear as avaliações internas das Instituições de Ensino Superior, tendo em vista o aprimoramento de seus processos educacionais, e as avaliações externas realizadas pelo MEC nos diferentes momentos dos processos de credenciamento e recredenciamento dos cursos ofertados na modalidade de ensino a distância das IES.
In order to democratize the access to University graduation, there was a great expansion of Distance Education (EAD) in Brazil, which culminated in the expansion of Public Policies that made flexible the implementation of courses offered in this type of education. This experience has brought several reflections about the challenges and difficulties faced in the search for quality of EAD projects, mainly related to the several components that structure it, among which didactic material stands out. Considering its relevance in this research, we opted for the analysis of didactic material, since it is a resource that can potentiate teaching and learning process in EaD. The question that motivates the development of a research on this subject is to identify which didactic material structures and which components can facilitate the learning process and enable the construction of knowledge; thus, evaluating the usability of the didactic material resource in University graduation courses in the distance modality is the main purpose of this study. The methodology that conducts this research is characterized as qualitative, exploratory and, descriptive, as it initially aims to verify in which proportion didactic material assists in the learning of the scholars who study in this modality of teaching and, later, by the analysis of the Public Policies of EaD, evaluate if didactic material quality criteria defined in the Quality Benchmarks of Ministry of Education are efficiently certifying students an effective intellectual and professional training. Thus, the research is structured in two stages: the first, constituted by documentary research, constructed from the content analysis of didactic materials that compose the documentary corpus based on theories that underlie the conceptions of didactic material and the goals that guide this research, and the second stage is by on-line survey, based on application of a mixed questionnaire (open and closed questions), in which aims to identify the students' opinion about the perception they have regarding to the didactic material. It is intended, based on the results obtained in this research, to propose guidelines and parameters for the construction of didactic material models that potentiate learning and build knowledge and, as evaluation tools, that these guidelines can guide internal evaluations of Universities, in order to improve their educational processes, and external evaluations carried out by the Ministry of Education in the different moments of accreditation and re-accreditation processes of the courses offered in the kind of distance education of Universities.
In order to democratize the access to University graduation, there was a great expansion of Distance Education (EAD) in Brazil, which culminated in the expansion of Public Policies that made flexible the implementation of courses offered in this type of education. This experience has brought several reflections about the challenges and difficulties faced in the search for quality of EAD projects, mainly related to the several components that structure it, among which didactic material stands out. Considering its relevance in this research, we opted for the analysis of didactic material, since it is a resource that can potentiate teaching and learning process in EaD. The question that motivates the development of a research on this subject is to identify which didactic material structures and which components can facilitate the learning process and enable the construction of knowledge; thus, evaluating the usability of the didactic material resource in University graduation courses in the distance modality is the main purpose of this study. The methodology that conducts this research is characterized as qualitative, exploratory and, descriptive, as it initially aims to verify in which proportion didactic material assists in the learning of the scholars who study in this modality of teaching and, later, by the analysis of the Public Policies of EaD, evaluate if didactic material quality criteria defined in the Quality Benchmarks of Ministry of Education are efficiently certifying students an effective intellectual and professional training. Thus, the research is structured in two stages: the first, constituted by documentary research, constructed from the content analysis of didactic materials that compose the documentary corpus based on theories that underlie the conceptions of didactic material and the goals that guide this research, and the second stage is by on-line survey, based on application of a mixed questionnaire (open and closed questions), in which aims to identify the students' opinion about the perception they have regarding to the didactic material. It is intended, based on the results obtained in this research, to propose guidelines and parameters for the construction of didactic material models that potentiate learning and build knowledge and, as evaluation tools, that these guidelines can guide internal evaluations of Universities, in order to improve their educational processes, and external evaluations carried out by the Ministry of Education in the different moments of accreditation and re-accreditation processes of the courses offered in the kind of distance education of Universities.
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Palavras-chave
Material didático, Educação a distância, Tecnologia, Hipermídia, Hipertexto, Interação, Interação, Processo de ensino e aprendizagem, Políticas públicas para EaD, Didactic material, Distance Education, Technology, Hypermedia, Hypertext, Interaction, Teaching and learning process, Public Policies for EaD