Um Framework para representação de arquiteturas pedagógicas

Abstract

Tracking learning has been a major challenge, especially when considering the use of technological tools as support for the process of knowledge construction. Among the resources/tools currently used, we highlight digital learning portfolios or e-portfolios, which allow students to document their intellectual output over time, providing evidence of their learning, usually for qualitative assessment, thus characterizing a differentiated and interdisciplinary process. In this context, this work aimed to contribute to the formalization of learning portfolios through the definition of a representation framework. The process began with the elicitation of functional and non-functional requirements, which, in addition to a bibliographic review, involved an in-depth analysis of a real case of portfolios as a learning tool. Based on these requirements, we adopted the concept of "Pedagogical Architectures" (PA) as the conceptual anchor, grounded in a constructivist pedagogical model and in processes of mediation, cooperation, and assessment that align with this model. In this framework, computational support is one of the central elements of the architecture, needing to support processes according to the corresponding pedagogical and epistemological models. In addition to characterizing computational support, several representation models were developed, guiding the definition of a reference model upon which the framework was based. The conceptual artifacts resulting from this investigation provide a canonical representation for learning portfolios and open pathways for systematizing and consolidating their use.