Raízes: uma proposta didático-fedathiana para a educação contemporânea com foco no protagonismo discente

Abstract

This research presents Raízes, a methodological proposal for planning, mediating, and developing formative practices in Distance Education (EaD), grounded in the guiding principles of the Fedathi Sequence and the Fedathi Polygon. The study aims to evaluate Raízes as a proposal for planning, mediation, and management of distance learning courses, grounded in the Fedathi Sequence and the Fedathi Polygon, considering their effects on student engagement, autonomy, and authorship. The investigation, based on a mixed-methods approach, was conducted at the Multimeios Research Laboratory of the Faculty of Education (FACED) at the Federal University of Ceará (UFC), using the undergraduate course Distance Education as its empirical locus. The research path was structured according to the phases of the Fedathi Sequence as a research methodology, enabling an in-depth comprehension of the processes of construction, mediation, and validation of knowledge in virtual contexts. Implementation of the Raízes Model occurred through the development of formative learning paths in the Moodle Multimeios Virtual Learning Environment (VLE), articulating Comodale teaching, the foundations of the Fedathi Sequence, and its pedagogical immersion through the Fedathi Polygon. This integration resulted in an intentional, multimodal educational design responsive to students' needs. Findings indicate that Raízes strengthens EaD by integrating rigorous instructional planning, continuous pedagogical mediation, multimedia resources, and practices that stimulate active participation and student authorship. These elements contribute to the development of critical and investigative thinking, reinforce the sense of belonging to learning communities, and increase student retention by positioning learners as co-authors of their educational journey. The study concludes that incorporating the Fedathi Sequence into technology-mediated educational modalities, as operationalized in Raízes, promotes a more dynamic, dialogical, and flexible pedagogical practice aligned with the demands of contemporary digital education. The model thus proves capable of ensuring accessibility, pedagogical quality, and emancipatory learning experiences, establishing itself as a significant contribution to education in the contemporary world.