Parâmetros para auxiliar professores na seleção de RED: a contribuição da ilustração e da narrativa

Abstract

The presence of technologies in education, specifically in the classroom, brings teachers numerous possibilities to rethink their strategies and pedagogical tools. In the midst of technology, the most diverse Digital Educational Resources (DER) have emerged as driving elements for both engagement and interest in the apprehension of content. To assist the teacher in the selection process in the midst of so many resource choices, there are works in the literature that propose parameters that should be taken into consideration on several important aspects in DER, such as pedagogical, technological alignment, as well as ease of use. However, the present research indicates that there are aspects of a originally technical nature that need to be observed from a pedagogical perspective, as they favor both student engagement and interest regarding resource use. In this context, illustration and narrative are elements that directly affect the acceptance and consequent use of DER. Even though both aspects have technical characteristics, it is possible for the teacher to make use of these elements at the moment of the evaluation and selection of such resources. Thus, the work aimed to systematize the use of illustration and narrative as parameters for the evaluation and selection of DER. To achieve the presented objective, it was formulated as specific objectives to verify teachers' perception about the contribution of illustration and narrative in DER and to propose a set of parameters that help teachers to evaluate DER from the perspective of illustration and narrative. To understand how the teacher perceives the illustration and narrative in a DER, a data collection was conducted with public school teachers, which identified that, from their perspective, the elements of illustration and narrative are important for engaging students during the use of DER and enhancing the learning process. Considering that it is necessary to help the teacher to understand how his perception should focus on illustration and narrative, parameters were proposed for the evaluation and selection of DER, focusing on the analysis of illustration and narrative, in order to support the teacher to understand the interference of technical aspects within the teaching-learning process.