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E. Locatelli, E. Schlemmer

Distance Education is an educational modality that has been growing significantly in Brazil in recent years, mainly in the scope of the offer of undergraduate courses in Pedagogy, however, issues related to design and management, have instigated a series of reflections. It is in this context that this article arises that is linked to a doctoral research titled as DESIGN AND EDUCATION: project of distance undergraduate in pedagogy in discussion (LOCATELLI, 2017). The research problem is: how can design contribute to the conception and construction of a hybrid and multimodal version of a pedagogy program? From this problem derives the following objective: to understand how the design can contribute to the design and construction of the project of graduation course in Pedagogy in a hybrid and multimodal perspective. In order to reflect on new possibilities, in order to break with the modus operandi installed in the Brazilian national scene, we seek the foundation of authors of Education, Sociology, Philosophy and Design, such as Latour (2011, 2012, 2013, 2016), Di Felice (2012a, 2012), Morelli (2002), Almeida; Iannone; Silva (2012), Santos; Silva (2009), Schlemmer (2005) Buchanan (2001), among others. The research is configured as qualitative, of applied nature and, from the point of view of the objectives, is exploratory. Its technical procedures are bibliographic research, documentary research and the study of multiple cases, analyzing two cases: one from a public university and another from a community university. The results of the research indicate that the projects analyzed have a common matrix regarding the aspects that compose them; that the modality is not described consistently; and that one of the projects had the premise to be original and therefore had freedom in the elaboration of its design, while the other had to fit a predefined model. The research also showed the importance of the relation between Design and Education for the qualified elaboration of a project in education, safeguarding the characteristic and unique aspects of each area: students profile, process, technology, pedagogical mediation, context, culture, among others. In order for the ecosystem perspective, hybridity and multimodality to be effective, Design and Education need to be considered, since the composition of different possibilities can generate projects capable of responding to the challenges of the formation of a pedagogical professional in the contemporary world.