Didactic-pedagogical approaches in e-Learning: teaching authorship, multireferential methodology, and gamification

Abstract

In this educational research study, we reflect on the possibilities of combining teaching authorship in e-learning, multireferentiality, and gamification from a didactic-pedagogical perspective. We intend to bring up some contributions of Jacques Ardoino’s multirreferential approach to understand social phenomena within the field of education, specifically focusing on some epistemological developments. We base our research on theorists who discuss these themes and, to reveal possible similarities, the first part of the text brings consolidated reflections on these authors. Besides, we highlight the common characteristics between the Multireferential Approach and Online Teaching Authorship/Virtual Environment. Then, we present the analysis of Didactic Categories (Theoretical Reflections) and data generated by the subjects that attended a curricular unit planned with amplificativo-oriented methodological strategies. We adopt a qualitative research approach using an online questionnaire, a technique that supported the content analysis of the participants’ contributions. It is concluded that the epistemological harmony of the triad shows signs of promoting the expansion of the student’s knowledge.

.Este estudo apresenta as possibilidades de combinar, em uma perspectiva didáticopedagógica, o ensino de autor em e-learning, a multirreferencialidade e a gamificação. Trazemos à discussão algumas contribuições da abordagem multirreferencial, desenvolvida por Jacques Ardoino para compreender os fenômenos sociais e, mais em específico, os que estão vinculados à Educação. Partimos da análise teórica, apoiada em reconhecidos autores sobre a temática. Destacamos as características semelhantes da abordagem multirreferencial, a autoria do ensino on-line e o ambiente virtual. Adotamos a abordagem de pesquisa qualitativa, por meio da aplicação de um questionário on-line. O estudo conclui que a harmonia epistemológia entre a tríade mostra sinais de promover a expansão do conhecimento do estudante.