Cocriação de Recursos Educacionais Abertos (REA) para a educação ambiental: recomendações da ergonomia participativa e design colaborativo

Abstract

The Open Education movement and Open Educational Resources (OER) still face social, cultural, and technological challenges that limit their incorporation into educational practices. Although the literature recognizes the potential of OER to broaden access, adaptation, and sharing of instructional materials, there is a lack of structured approaches that support teachers in their collaborative creation, especially in Environmental Education contexts. In response to this gap, this dissertation aimed to propose and evaluate a framework for the co-creation of OER, integrating principles of Collaborative Design and recommendations from Participatory Ergonomics to support educators in developing contextualized resources aligned with their pedagogical needs. The research sought to answer how a codesign framework could help overcome social and technological barriers related to teachers’ production of OER. For this purpose, the Design Science Research (DSR) method was adopted, organized into (1) problem identification, (2) artifact proposition, (3) artifact evaluation, and (4) learning. Phase 1 aimed to identify and justify the problem to be studied, involving a literature review and identification of user needs. Phase 2 covered the development of the artifact, characterized as a framework for OER co-creation, operationalized through a codesign toolkit and collaborative virtual templates. In Phase 3, the framework was evaluated through a case study that sought to verify whether the artifact could be used to address the identified problem; the study involved Environmental Education teachers from a public school in São Luís, Maranhão. The results enabled refinement of the framework, which was consolidated into four stages: (1) Plan, (2) Co-create, (3) Evaluate, and (4) Share, which guided the co-creation of an OER in the form of a board game about solid waste management. In DSR Phase 4, findings evidenced that the combined use of Collaborative Design and Participatory Ergonomics fostered teacher engagement, collective decision-making, and adaptation of resources to the demands of the school context. Moreover, the toolkit and templates proved suitable to support synchronous and asynchronous activities, contributing to participants’ autonomy during the creation process. It is concluded that the proposed framework has potential to support OER co-creation processes, helping to overcome barriers identified in the literature and promoting more participatory pedagogical practices. The results underscore the relevance of integrating Collaborative Design, Participatory Ergonomics, and Environmental Education, offering theoretical and practical contributions for the development of open educational resources in diverse educational contexts. The final stage also includes dissemination of the results through publication of scientific articles in journals and conference proceedings, as well as making the dissertation available in the institutional repository, sharing the generated knowledge with the community.