Análise de material didático na perspectiva da aprendizagem multimodal em um curso técnico integrado.

Abstract

Technology has invaded the classroom and has brought along a multisemiotic mosaic represented by words, gestures, images, sounds, animations etc. That change in society demands schools to prepare the population for the functioning of an increasing digital society and to read different modes. The advances on technological resources have contributed to the change in the components of curriculum considering the teachinglearning aspects on the field of technical professional education, which imply the need to observe the principals in the elaboration of didactic courseware based on the cognitive learning process. Searching for that line of thought, this research investigates how the mother language teachers, by their dislocation to disciplinary contexts in technical formation, can contribute to aid the active learning of the subjects on different components of curriculum. Specifically, the study intents to describe three principals of the Cognitive Theory of Multimodal Learning (CTML) concerning instructional materials of technical education available in virtual environment. The theoretical reference used for data analysis is represented by the contributions from three research fields: (a) rhetorical studies of genre (BAZERMAN, 2009; BAZERMAN & PRIOR, 2007; DEVITT, 2004; MILLER, 2012), (b) interdisciplinarity as dislocation of context (BAZERMAN, 2007; ETGES, 2011; FAZENDA, 2013; MOURA, 2012) and (c) multimodal learning (DIONISIO & VASCONCELOS, 2013; MAYER, 2009 e 2010 [2008]). The first field is based on the understanding that the study of genres is inseparable of its social context and the insertion in these contexts favors the acknowledgement of the disciplinary culture. The second one consists of the interdisciplinarity as a mother language teacher’s context dislocation contributing effectively to the adequacy of materials on a specific area of expertise. The third field focuses on multimodal learning, which aims to elaborate a multimodal instructional material. The research data are of nature documentary and are constituted by four public domain videos intended to learning complementation in learning virtual environment, used as follow-up material on classroom courses of the Mechatronics course in the Federal Institute of Pernambuco – Caruaru campus. The results of the analysis show that two of the materials do not favor an active learning, once they either overload information process channels or include irrelevant contents. The other two prepared along with the language teachers and the teachers of the specific component comply with the principals of the CTML. As main consequence of the results, the research points to the necessary interdisciplinary dialog among the mother language teacher and the teachers of the specific fields, as a way to contribute to the improvement of the didactic courseware encompassing multisemiotic aspects and consequent active learning of the students attending professional courses.