Infográficos para ensino de LE/LA? Análise de materiais didáticos, design e desenvolvimento de um curso para a formação de professores de Espanhol no contexto da Educação Básica

Abstract

Digital technologies and their resources play a major role in the most diverse spheres of our daily lives, especially in our social communication practices through the use of language. We live in a highly visual society, where image and word maintain an increasingly integrated relationship. We realize that the landscape of communication and learning today is profoundly multimodal and textual compositions integrate images, sounds, colors, gestures and words into meaningful semiotic landscapes. One of the multimodal texts currently circulating that has great potential in the field of education is infographics. Infographic is a multimodal genre that transforms complex information into easy-to-understand visualizations. Despite its potential to facilitate meaning making, only in recent years have infographics been recognized and used in education and, more specifically, in the teaching of additional languages. Anchored in social semiotics, especially Kress and van Leeuwen's Grammar of Visual Design (2006 [1996]) and knowledge processes of multiliteracies pedagogy (KALANTZIS; COPE, 2012), this study developed and implemented a semio-pedagogical course with the use of digital technologies oriented to Spanish teachers for the educational use of infographics at public basic education, especially in the High School segment. Methodological design included exploratory case study, documentary research, design-research (PLOMP; NIEVEEN, 2013) and research-design-training (ROSSINI; OLIVEIRA, 2015), using techniques and instruments such as, for example, reports, observations and questionnaires. The analysis of the data generated is organized as follows: first, I analyze the infographics that are present with this name and the activities that accompany them in the three textbook series for teaching Spanish as a foreign language, approved by PNLD 2018, based on the theoretical framework. Then, it follows the analysis of the data generated during an on-site experimental course, which served as the basis for developing a portion of teaching materials included in the eight modules of the online course. Finally, I analyze the data gathered from the evaluation of these modules by specialists from the Spanish teaching area. Research in the textbooks revealed that only in two collections do we find infographics named as such. The data reveal that many of the reading skills, according to Gomes (2017) were not developed in all activities, nor was there emphasis on promoting visual / multimodal or critical literacy. Overall, however, I must consider that these activities are part of a larger set and that the units are usually driven by a critical focus. The data generated from the classroom course served to make changes and adjustments to the following modules of the online course that were housed for free access on the Internet blog of the project. The research-design process in the development of online course materials is presented and analyzed, based on the production, analysis, design and evaluation cycle. Finally, we present the positive results generated by the expert assessment process of the online course (available on the Internet). We found that the model called CTSPC (Semio-pedagogical Content Technological Knowledge), adapted from the TPACK model of Mishra and Koehler (2006), proved to be useful to guide the development of content and the practical sections of this research. The materials have been made available with an open license that allows their modification and reuse.