Tecnologias, educação e sociabilidades: desigualdades sociais e digitais em momentos de crises pandêmicas

• Ano de defesa: 2024
• Autor(a) principal: Varela, Simone
• Orientador(a): Schütz, Jenerton Arlan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Tecnologias da informação e comunicação; Educação superior; Desigualdades sociais e digitais; Pandemia; Juventudes
• Palavras-chave em Inglês: Information and communication technologies; Higher education; Social and digital inequalities; Pandemic; Youth
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3578

The proposed research is part of an international investigation by the UNESCO Chair on Youth, Education and Society, entitled “Educational Perspectives Post-Pandemic Crises - PEPPAN”, linked to the Stricto Sensu Postgraduate Program in Education at the Catholic University of Brasilia - UCB, in the Education, Technology and Communication research line. The general objective of this research proposal was to analyze, based on the perception of university students, how Digital Information and Communication Technologies (DICTs) contributed to the construction of knowledge and sociability in the face of social and digital inequalities in the context of the pandemic and its transition. The theoretical basis is based on authors who discuss technology and education, such as Lévy, Gómez, Sousa, Gusso et al. among others. The methodological approach adopted was mixed, combining qualitative and quantitative elements. In addition, cartography was applied as a research method to map the scenarios in which educational actions related to the use of technologies as a pedagogical tool took place during the COVID-19 pandemic. The questionnaire applied by PEPPAN was used to collect and generate data. For the analysis of quantitative data, statistical description was used with the support of spreadsheet programs or applications, and for qualitative data, textual analysis was used in light of the research objectives and the comparison of the literature review. For the analysis of quantitative data, statistical description was used with the support of spreadsheet programs or applications, and for qualitative data, textual analysis was used in light of the research objectives and the comparison of the literature review, among theses and dissertations used in the writing of the State of Knowledge (SK) and other sources. Finally, it can be concluded that DICTs have played a crucial role for university students, acting not only as tools to aid information, but also as mediators of interaction and socialization. They have enabled the creation of new learning and collaboration spaces through virtual platforms, which has helped to reduce the negative impact of distancing, promoting both educational and social development. In addition, the dissertation points to digital inequalities as a limiting factor, showing that, despite advances, not everyone has had the same access to TDICs, which has restricted experiences and the lack of success of these educational interactions.