http://www.periodicos.letras.ufmg.br/index.php/textolivre/article/view/10912/9820

Abstract

This work seeks to reflect on how the Cognitive Linguistics – about the conceptual metaphor theory and embodiment – assiste the production processes and assessment of a virtual learning material for the course Anatomy for the Movement in the Degree Course of Dance from Escola de Belas Artes, Universidade Federal de Minas Gerais. This material comprises three learning objects (a digital game and two players of animated videos with the possibility of interaction) and emphasizes contents on human anatomical systems: skeletal, muscular or joint. The methodology of this study is critical-analytical about the development of this objects and its testing. In this context, the theory of conceptual metaphor (LAKOFF; JOHNSON, 2002) contributed to the design and planning processes of the first evaluation of the objects produced, since each is constituted by similar models to human anatomical structures and its evaluation process highlights the represented anatomical content. The concept of embodiment (GIBBS, 2005) influenced the production process, highlighting by which means metaphors would be represented, and especially for guiding the second evaluation of the objects that were applied during one semester in the classroom. This assessment brings inferences about the possible impact of learning objects in that subject. From the results obtained, it is expected to contribute to the process of production of learning objects in society, and in developing appropriate methodologies to the goals purposes.

Keywords

• analogies and metaphors
• embodiment
• dance
• cognitive linguistics
• learning objects