Educação mediada por interface : o potencial pedagógico da hipermídia – análise dos materiais didáticos do PROUCA – Formação Brasil

Abstract

The study investigate intervention of integration between elements of communication virtual spaces and interfaces of hypermedia with graphic factors, technical and pedagogic through of an study of event interfaces of modules of formation Brazil. Utilized search exploration in virtual environment of apprenticeship of program, in which the data were analyzed through of technical of analys of content. Have how to parameter and pedagogical design and design of interaction, aiming identify itself these elements and factors cited stay contemplated in digital interface of environment these parameters in this critical analysis of interfaces, associated with concept of communicative competence and of concept of interfaces of hypermedia while cognitive tool, allow to reflect. How integration. These factors interrelation with virtual space of communication elaborated for modules of PROUCA change communicative potential, interactive and of authorship having in interface of apprentice ship, and if agreements have implicating in process of acquisition of competence by teacher. The collection of data was realized to depart of an hyper textual of modules, with methods be not invasion and without the present of usuary. To depart of crossing these data was evaporated an instrument of analysis with the categories images, navigation, interaction and interactivity, a board of apprenticeship organization of content, virtual spaces of communication and communicational competences. The analysis of results utilizing methods of descritives studies and qualitative enable to emphatize the favourable points and unfavorable of the PROUCA – formation Brazil, how reference the necessities of agreement and reconfiguration and alterations of standard techno-pedagogical utilized and possibilities of readapted themselves for these perspectives, in another phase and to reflect about the consequence of incorporation of these new elements and communicational perspectives in formation of teacher.