As Diretrizes de Design Instrucional na Alfabetização-Letramento Científico nos Grupos de Pesquisa do IFG

Abstract

This dissertation was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT), which investigates Instructional Design guidelines to promote Scientific Literacy in research groups at the Instituto Federal de Goiás (IFG) – Campus Anapolis. Inserted in the research line "Educational Practices in Professional and Technological Education”. The central question of this study consists of: Which instructional design guidelines enhance Scientific Literacy in IFG research groups? The objective was to investigate pedagogical strategies aligned with the specific demands of Professional and Technological Education, encouraging more critical, reflective and contextualized investigative practices. As a methodological proposal, the investigation was carried out through documentary analysis of institutional references, such as the Institutional Development Plan (PDI), the Institutional Political-Pedagogical Project (PPPI) and standards related to research groups. The bibliographic survey was carried out through consultations of widely recognized academic databases, such as the CAPES Periodicals Portal, SciELO and institutional repositories of Brazilian universities. A course in the MOOC format was developed as an educational product, aimed at the continuing education of researchers. The course was designed to integrate digital technologies and strengthen Scientific Literacy, using dialogic and interactive educational resources. As a result, it was concluded that Instructional Design is a strategic element for the democratization of scientific knowledge and for the construction of more critical, reflective and transformative educational practices, while also pointing to the need for future research that expands its application in different contexts of Scientific and Technological Education. Although the results demonstrate that the course contributed significantly to supporting pedagogical and investigative practices, the research highlights that technology, by itself, is not capable of solving educational challenges, and that the development of intentional, planned and contextualized pedagogical actions to the specific needs of the participants is essential.