Análise crítica e multimodal dos materiais de formação de professores a distância no Amazonas: uma abordagem visual e discursiva.

Abstract

This study aims to conduct a critical and multimodal discourse analysis of distance continuing education materials designed for public school teachers, exploring the multimodality and discursive aspects present in these materials, as well as their pedagogical implications and engagement practices. It is grounded in the Grammar of Visual Design (GVD) (Kress; Van Leeuwen, 2006 [1996]; Kress, 2010), Critical Discourse Analysis (CDA) (Fairclough, 2013 [1995]; 2016 [1992/2001]), Systemic Functional Linguistics (SFL) (Halliday, 1976, 2004, 2013), the Multiliteracies approach (The New London Group, 1996), and the ARCS motivation model (Keller, 1987). For this analysis, the methodological framework relies on the aforementioned theories and their respective analytical categories. From GVD, the study focuses on interaction-level aspects, adopting the categories of Interactive Meaning. From CDA, although all practices are relevant, Discursive Practice is taken as the main point of discussion, particularly regarding conditions of production and consumption. The corpus consists of two courses: Encouraging Youth Protagonism and Ethnomathematics and 21st- Century Teachers. Both were selected primarily because they are designed for teachers’ continuing education. As a result, it was found that, although multimodal resources have the potential to enrich training processes, their application in the analyzed materials presents certain limitations, such as low interaction, the absence of dynamic elements, and failures in multimodal integration—factors that, along with other aspects, may have contributed to high dropout rates. It was also observed that, despite the potential of digital technologies, their application in the analyzed materials may not have met teachers’ educational needs, reflecting the necessity for greater pedagogical planning and strategic use of multimodal resources. Thus, the effectiveness of distance continuing education depends on integrated planning that combines technological advancements, inclusive pedagogical practices, and strategies based on multiliteracies. Furthermore, it is suggested that specialized teams in instructional design and multimodality be formed to produce even more dynamic and effective materials, considering, among other aspects, the contemporary context with the advancement of AI. Therefore, the success of distance continuing education courses does not depend solely on available technology but on a concerted effort to integrate course production, distribution, and consumption. It is within this balance that the potential to transform distance education into a truly inclusive and effective tool for public school teachers’ continuing education lies.