A multimodalidade no livro didático de Língua Inglesa: diálogo entre a paisagem semiótica dos textos e as orientações direcionadas ao professor e ao aluno

Abstract

The production and circulation of educational resources aimed at teaching and learning has grown with the advent of the Internet and the possibilities it offers to host and share materials, which leads us to understand the importance of the Open Education (OE) philosophy, with a view to inclusive, equitable and quality education as a right for all. This thesis analyzes an open educational resource (OER) aimed at teaching and learning Spanish in the light of the concept of OER, from the perspective of multiliteracies and multimodality, and its conception of the Spanish language teaching. The research corpus is composed of a digital book (LDig), in which we observe its multimodal, educational and technical characteristics, and the eduCAPES digital environment – from which the OER was selected –, with regard to what is expected in environments that share OER and its multimodal features. We rely on the theoretical foundations of Goettenauer (2005) and Eres Fernández (2012) to address the issue of teaching Spanish in Brazil; for the design of OER, in Sebriam and Gonsales (2016), Amiel (2012), Pretto (2012), Wiley (2014), UNESCO (2017, 2019), among others; in D’Andrea (2020), Van Djick, Poell and de Waal (2018), among others, for understanding the digital environments (repository, platform and portal) that share OER; in studies of multiliteracies by Kress (2001), Kalantizs, Cope and Pinheiro (2020), Cazden et al. (2021), among others; for the sociosemiotic multimodal approach we start from Kress (2003, 2010), Kress and van Leeuwen (2001), among others; and Amiel, Orey and West (2011), Nobre et. al (2017), Romero-Ariza (2014) among others, to address the Design-Based Research (DBR) methodology. For the analysis, we propose the concept of Multimodal Design-OER (DRM, in Portuguese) based on the characteristics of the term design addressed in multimodality, multiliteracies and OER, considering four criteria formed by guiding questions: Platform/Repository design, which aims to analyze the selected digital environment; and three others directed to the analysis of the open educational resource – Multiliteracies of design (multimodal and sociocultural), focused on the analysis of multimodal characteristics; Education design, for the analysis of the educational aspect, the target audience, the instructional design and the affordances of the resource; and Technical design, to assess its characteristics as OER. From the analysis of each criterion, we found out about the eduCAPES digital environment: that the definition of repository fits when we consider its structure and characteristics, that there is a lack of clear information about its terms of use regarding the sharing of resources based on the philosophy of Open Education and that there are affordances contained in its multimodal aspects. Regarding LDig, we observed that the authors were concerned with inserting multimodal and multicultural elements; they produced a material with an instructional design suited to the defined target audience and to meet their use and access needs. In technical terms, we verified that the material has the characteristics of the OER, but there is the lack of some information, such as the reference of used images and a license in the material itself. In addition, the analysis of this last criterion made it possible to recognize the affordances of LDig for learning Spanish as an additional language and for its redesign. Thus, we conclude that the Multimodal Design-OER concept contributes to the analysis of OER and can also help authors of these resources, so that they observe important criteria in the characterization of the material before its open sharing.