Um estudo sobre elaboração e avaliação de material didático hipermodal para a educação a distância

Abstract

The objective of this research is to investigate the production of new forms of meaning in teaching and learning at distance caused by the changes that the language has undergone, since today we can speak of the combination and coordination of multiple languages mediated by information and communication technologies. More specifically, we seek to investigate the use of hipermodalidade concept developed by Lemke (2002a), from the languages identified in the educational activities proposed by the teacher / tutor discipline Geography II of the course of the Education II at distance of a federal university in the state Minas Gerais and the meanings they convey, and from the languages found, how they relate and are held in the discursive practices of teacher / tutor in the activities of the discipline. For this analysis be done, admitted them in theory, especially the contributions of Lemke (2002a, 2002b) about hipermodality; of Kress (1998, 2003), Kress and Van Leeuwen (1996) about the visual language and the argumentative model of Vieira (2003). The corpus of analysis constitutes the educational activities proposed in the subject investigated. We used as instrument of research a questionnaire survey with the teacher and the tutor of discipline, so that we could analyze the lessons in order to train these individuals in developing content hipermodalities. The results point to an understanding of how different types of language in the hipermodality can be integrated in order to facilitate the learning process, indicating, therefore, more efficient ways to guide teachers, especially those who work in distance education, the design and evaluation of hypermedia courseware. It’s possible to say that this combination offers the best position to evaluate and propose improvements for the areas of Language, Education and Instructional Design, since the theoretical and methodological contributions of this research concerns the use of argument for studies on building materials teaching hipermodalities (not being limited to only the verbal analysis), which are basic for the preparation of a computer-mediated current and therefore for learning. Furthermore, the relationship was established between argumentation theory and the theory of hipermodality (Lemke 2002a) opens a discussion about the possibilities of production of meaning that the articulation between these theories can elucidate.