Arquitetura Pedagogica para leitura de textos digitais: uma proposta de intervenções programadas e automáticas

Abstract

The purpose of this paper is to present a proposal of Pedagogical Architecture for reading digital texts in hyperdocument format (APLT). The architecture aims to support the reading activity in digital texts, through a set of [semi] programmed interventions, supported by computational support, in cooperative and authorship activities. In order to compose the Pedagogical Architecture, we find elements formalized in the other Pedagogical Architectures, by which the subjects demand actions (active regulations) such as positioning, answers to open questions, formalizations of their understandings, as well as argumentative and counter-argumentative manifestations. As a result, we developed the Hiperdidatico to support the creation of APLT compliant hyperdocuments. ´ Hiperdidatico enables the configuration of question-type interventions, the display of ´ the hyperdocument, and the recording of authorships in response to interventions - before, during and after reading. As new interactions with the hyperdocument occur, new feedbacks are made, new elements are elaborated, which in turn subsidize the interventions of the new readings