Interatividade e transposição didática com recursos do Moodle: uma proposta de critérios de análise

Abstract

This article aims to study the educational resources available on the Moodle environment, characterizing them in terms of its interactivity and its pedagogical possibilities, within the framework of the Didactic Transposition Theory from Yves Chavallard. A Scale of Interactivity is proposed, in order to sum up the criteria that allows a greater clarity in the evaluation of activities of Distance Education, allowing to classify them by their respective degrees of interactivity. In proposing a refinement in the definition of this concept, the scale has a more operational in relation to definitions that restrict its application only in binary terms (yes/no, interative / non interative), as presented so far in the literature. Using the proposed methodology, we performed an analysis of some resources and activities in the Moodle environment. A second evaluation axis of the Moodle activities and resources is defined from the perspective of the Theory of Didactic Transposition, pointing to the need to collect didactic intention with the degree of transposition required by the didactic process. The preliminary results indicate the existence of different degrees of interactivity and didactic transposition possibilities on Moodle, a fact that should be taken into account during the production of didactic materials in order to implement distance learning courses.