| dc.description.abstract | Distance education is an education modality which has increased in importance and practice in recent years, mainly in terms of offering degrees in pedagogy. Nonetheless, issues regarding its conception and administration have raised a series of reflections. It is in this context that the following doctoral dissertation emerges. However, issues related to design and management have instigated a series of reflections because what has been perceived is a unique way of "doing" education in this modality by configuring it as an “Kit EaD”, that is, a modus operandi consisting of in the following aspects: teacher author, teacher, tutor, instructional designer and virtual learning environment. This kit can be related to the black box, concept of Latour, which refers to an enclosed space about which you can know only what comes in (input) and what comes out (output), but not what compose the interior of the box. This dissertation has the following research question: how can design contribute to the conception and construction of a hybrid and multimodal version of a pedagogy program? This leads to the following series of questions: a) What do current pedagogy courses’ project programs consist of?; b) What are the design elements and how are they present in these projects?; c) How can hybridity and multimodal perspectives contribute to a possible reconsideration of the design of pedagogy programs? To reflect on new possibilities, in order to break the modus operandi of the current Brazilian scenario, this study is based on Education, Sociology, Philosophy and Design authors such as: Latour (2011, 2012, 2013, 2016), Di Felice (2012a, 2012), Morelli (2002), Almeida; Iannone; Silva (2012), Santos; Silva (2009), Schlemmer (2005) Buchanan (2001), among others. This is an exploratory, qualitative, and applied study which presents a bibliographical research, a document research and a multiple case study, one from a public university (federal) and one from a community university. The results point out that both projects have a common matrix as for the aspects comprised in them and that the modality is not described consistently. It also shows that one of the projects had the goal of being original and because of that it had freedom in regards to the formulation of its design, while the other had to adequate itself according to a pre-defined model. The research also shows the importance of the design-education relationship for the qualified elaboration of a project in education, safeguarding the singular aspects and characteristics of each area: student/subject profile, process, technology, mediation, context, culture, among others. Design and Education, as well as the understanding of concepts such as networks, interactions and the system, among others, can provide a project as the constant relationship between the ecosystem perspective, hybridism and multimodality, elements that compose it. Therefore, the different modalities, as well as the hybridism, need to be considered, because it is the composition of different possibilities that can generate projects able to respond to the challenges of and in the formation of a professional of Pedagogy in the Contemporaneity. | en |
