Planejamento docente: incorporação do design centrado no ser humano e de recursos educacionais abertos

Abstract

This dissertation was developed in the master's program in Education at the Universidade do Oeste Paulista (Unoeste), in line of research 2: Training and Pedagogical Practice of Teaching Professionals. Human-centered design is an approach that prioritizes user needs and, in the context of teaching planning, implies knowing students' needs, skills and expectations. So that teachers can best manage the teaching and learning process, they can use various resources, including Open Educational Resources (REA), which are teaching materials made available through use licenses. Therefore, the following question guided this research: How to incorporate human-centered design and open educational resources into teaching planning? The general objective was to analyze the process of incorporating human-centered design and open educational resources into teaching planning in a municipal school in the interior of the state of São Paulo. The methodology consisted of a qualitative approach based on research-training in cyberculture. Ten teachers from the initial years of Elementary School at a medium-sized municipal public school, located in the interior of the state of São Paulo, participated in the research. As data collection instruments, a questionnaire was used to collect the profile of the participants, a questionnaire to identify the learning style and a conversation circle to understand the knowledge and practices of teachers on the subject of planning the teaching process, educational resources open and human-centered design. These instruments supported the creation of a teacher training program. During the training, the researcher observed the entire process, analyzed the documents based on the collected records and, finally, a conversation circle to analyze the teacher training process experienced based on human-centered design and the use of open educational resources in the teaching planning process. Data analysis was carried out through skimming of documents, comparing them with the theoretical framework, with the creation of the following axes: the use of human-centered design in teaching practice; the choice of educational resources in teaching planning, teaching planning based on human-centered design and the impact on student learning and research-training in cyberculture. The analysis allowed us to affirm that, when choosing educational resources, usage licenses must be respected, prioritizing open educational resources. Once the choice of educational resources has been defined, planning must be carried out based on human-centered design, considering that learning styles contributed to the construction of a teaching and learning process that is more focused on the student. It was found that starting from these pillars increases students' interest, participation and motivation and makes classes more meaningful, productive and dynamic, also facilitating the problematization of content.