Proposta de um referencial teórico-metodológico para construção de HQ pedagógicas autorais

Abstract

The difficulties students encounter when engaging with original scientific texts, combined with the lack of pedagogical resources specifically designed to mitigate these challenges, particularly those addressing the History of Science, guided the investigations undertaken in this doctoral project. The overarching goal was to develop a theoretical–methodological framework for the production of pedagogical and author created comics (HQs) that are potentially meaningful, presenting an expository discursive sequence on the life and work of Galileo Galilei and his legacy for modern science, within a contextualized historical approach. The selection of a multimodal narrative genre is supported in science education literature as a strategy and tool capable of promoting the learning of disciplinary knowledge; however, such materials are rarely produced with the explicit aim of functioning as didactic resources or pedagogical comics. To construct an instructional material that integrates verbal, written, and visual language, characteristic features of comics, we established an articulation between Ausubel’s Theory of Meaningful Learning (TML) and the Cognitive Theory of Multimedia Learning (CTML), proposing a theoretical–methodological framework that would enable the creation of authorial, contextualized, and potentially meaningful pedagogical comics. To validate this proposed framework, we developed a pedagogical comic focusing on Galileo Galilei’s life, scientific contributions, and their role in shaping modern science. The comic’s script was informed by a systematic mapping of primary and secondary sources, from which an expository discursive sequence was constructed to explore a historically contextualized narrative. This approach sought to avoid distorted portrayals of the process of knowledge construction and its contributors, instead prioritizing a contemporary perspective on science. The development of the pedagogical comic aimed to incorporate new information into the reader’s preexisting cognitive structure, employing integrative reconciliation, multicontextual repetition, and other Ausubelian principles and processes. In addition to enhancing knowledge acquisition and retention, the comic integrated words and images as a strategy to facilitate information processing and prevent cognitive overload. The creative process for constructing the pedagogical comic followed six stages: conceptual structuring, drawing style, panel organization, artistic skill, and surface treatment. Regarding the drawing style, we employed authorial illustrations adapted according to guidance found in the consulted references, ensuring historical fidelity and didactic clarity. The results obtained suggest that the pedagogical comic holds significant potential for fostering meaningful learning and aligns with the objectives outlined in the Brazilian National Common Core Curriculum (BNCC).