MEANINGFUL LEARNING: CONCEPT MAPS AND THE PRODUCTION OF EDUCATIONAL CONTENT THROUGH MINDOMO

The present work aims to discuss meaningful learning considering its relevance within the theory of cognitive learning, in dialogue with the elaboration of conceptual maps from the perspective of Joseph Novak (1932), understood as an important element for the production of educational content. The theoretical framework is based on studies by David Ausbubel based on the works of Moreira (2006); (2011); (2012) and in the studies of Filatro (2015) as a comprehensive and derived conception of the educational process. The analysis methodology is based on the assumptions of the qualitative research approach, of an applied study, in which the production of conceptual maps will be analyzed in light of the dimensions proposed by Filatro (2015) for evaluating educational content. The result of this analysis showed that conceptual maps are not mere concept schemes, but are organized constructs and potentially characterized as educational content in the techno-scientific, pedagogical, communicational, technological and organizational dimensions.