A formação para a produção de material didático para a EaD na área da saúde à luz dos princípios dialógicos

Abstract

Lifelong human development in the health field is a challenge for institutions and managers, especially in contemporary times. This has led to the need for new strategies for developing pedagogical skills, building meaningful learning, and innovative, efficient, and effective educational practices. This study examined the training of teacher authors and the process of producing teaching materials for the health field, based on dialogical principles, within the scope of AVASUS. This is a qualitative case study supported by a bibliographical design. The first phase of the study analyzed the content presented in a sample of 13 AVASUS modules, and the second phase included data collection through an online questionnaire applied to the 11 teacher authors who developed these modules. Also in the second phase, a semi-structured interview was conducted with 11 professionals from the teaching material production team of the Distance Education Department of the Federal University of Rio Grande do Norte. The data were explored according to the content analysis technique proposed by Bardin ([1977] 2021), that is, (i) preanalysis, (ii) exploration of the material and (iii) treatment of the results obtained and interpretation. In this sense, we question the contribution of the process of producing teaching material to the training of the author teachers and the implication in the dialogical quality of the teaching material produced for distance education in the health area. Reflections guided by the organization of ideas on transdisciplinarity, communication, relationships between meaning and significance, as well as educational values and practices in the health scenario. The results of this thesis show that the teaching material analyzed expresses elements and principles addressed by relevant authors in the educational area, such as Paulo Freire and Mikhail Bakhtin. And as a strategy, to pedagogically systematize the content, we present the dialogical principles, characterized by problematization, encouragement of autonomy, simple, clear and communicative language, realistic dialogue through the dialogical tone, in addition to educational design as a basis for dialogicity. Regarding the training that is part of the process of producing teaching materials at AVASUS, the author teachers attest that it plays an important role. However, they emphasize that knowledge about dialogicity is strengthened throughout the content's journey through the production stages.