Raízes: a imersão pedagogica fedathiana com foco na docência multimodal

Abstract

This study highlighted the Raízes Project, which uses the Fedathi Polygon as an expanded classroom and the Fedathi Sequence as a teaching methodology in different pedagogical proposals centered on teaching practice and aimed at student protagonism, promoting active, autonomous, and meaningful learning. It is a collaborative research, subdivided into two contexts: the first focuses on the teacher’s actions, while the second addresses conceptions of learning and the development of students’ critical thinking. The objective of this narrative is to analyze the Raízes Project as a guiding element of teaching practices in multimodal contexts. To this end, the Fedathi Sequence was used as a research methodology, guiding the actions of the participating researchers. The study was developed based on teaching activities carried out in the Multimedia Research Laboratory. The theoretical framework covers the use of modeling processes in undergraduate and graduate activities and presents conceptualizations of pedagogical mediation, highlighting the relationship between Freirean and Fedathian Dialogues and auxiliary practices such as Fedathian Planning, Reflection on Praxis, and the Hands-in-Pocket Pedagogy. These approaches encourage, through teaching actions, the student’s autonomy in the learning process. The Raízes Project is presented as a modeling reference for Fedathian learning paths in multimodal contexts, emphasizing conceptual elements that strengthen pedagogical experiences structured around conceptions of communities and groups, mediation, the use of avatars, and instructional design based on block models. The study also presents the technological resources employed, such as Padlet in podcast workshops and digital production workshops which contributed to practical experimentation. In the results analysis, the perceptions of the instructors regarding the pedagogical dimension of the work were considered, organized into the stages of preparation, planning, implementation, monitoring, and systematization of teaching through the use of the Raízes Project. It was concluded that the experiences of the Raízes Project in different teaching modalities provide guidelines that enhance pedagogical practice, conducted through Fedathian dialogue, which contributes to the students’ critical awareness by promoting collaborative activities among the participants, built through interpersonal relationships.