O papel da comunicação social num contexto de ead e as contribuições da pedagogia universitária
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Data
2021-12-06
Autores
Teodoro, Marcelo Catuzzo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com o grande desenvolvimento das tecnologias de comunicação, dentro do Ensino Superior, é difícil pensar uma Pedagogia Universitária (PU), alheia a todas as mudanças. A discussão sobre a Educação à Distância (EAD), já é uma realidade no contexto Universitário. Instituições públicas e privadas cada vez mais, lançam mão da tecnologia para expandir o alcance de seus campos de atuação. É então na interface entre Pedagogia Universitária e Comunicação Social (CS), que será analisada a Educação a Distância. Na direção da valorização das tecnologias educacionais, autores como Faria (2004), apontam sua importância na busca da qualificação formativa, o que evidencia mudanças do trabalho docente. Em contraponto a esta ideia, a tecnologia não pode ser entendida com a tábua de salvação, para a busca da qualidade de ensino, mesmo porque não é a ferramenta, que vai determinar a forma com que o professor ensina e sim o conceito de ensinar, em que sua prática pedagógica estará imersa (CUNHA, 1996). Há que se levar em conta, o processo comunicacional e as diferenças entre a educação presencial e a educação a distância. Uma revisão da literatura foi conduzida, para produzir uma análise dedutiva sistemática, dos conceitos pesquisados. Caracterizando essa pesquisa bibliográfica, como um estudo teórico e de natureza qualitativa, inicialmente foram obtidos 127 resultados após os cruzamentos entre as palavras chaves, então investigados as 17 teses e dissertações que unem a tríade PU, CS e EAD, depois estratificados em uma amostra dos dez artigos da região sudeste, por entendermos que é a região onde, se concentram o maior número de trabalhos, e após a leitura dos capítulos iniciais das produções, foram selecionados aqueles (4), que, apresentaram maior correlação entre os itens da tríade, e com indicativos interessantes relacionados com humanidades digitais. Concluímos, que podemos sim falar de uma tríade, entretanto, isto somente é possível se esta, for perpassada pelas Humanidades Digitais (HD). Nas dimensões categorizadas de cada um dos pilares é possível perceber que a conectividade, a interatividade e a acessibilidade, frentes das HD, estão presentes nos trabalhos pesquisados, e conseguem sustentar as conexões entre PU, CS e EAD. A tentativa de articulação da tríade, mediatizada pela HD, pode abrir um novo campo epistemológico que poderá contribuir par o avanço da educação no ensino superior, desde que estejam assegurados princípios educacionais verdadeiramente humanísticos, transformadores e emancipatórios.
With the great development of communication technologies within Higher Education, it is difficult to think of a University Pedagogy (UP), oblivious to all the changes. The discussion on Distance Education (DE) is already a reality in the University context. Public and private institutions increasingly use technology to expand the reach of their fields of activity. It is then at the interface between University Pedagogy and Social Communication (SC) that Distance Education will be analyzed. In the direction of the valorization of educational technologies, authors such as Faria (2004) point out their importance in the search for training qualification, which shows changes in the teaching work. As a counterpoint to this idea, technology cannot be understood as the lifeline for the pursuit of teaching quality, because it is not the tool that will determine the way in which the teacher teaches, but the concept of teaching, in which his pedagogical practice will be immersed (CUNHA, 1996). The communication process and the differences between face-to-face and distance education must be taken into account. A literature review was conducted to produce a systematic deductive analysis of the researched concepts. Characterizing this bibliographical research, as a theoretical and qualitative study, 127 results were initially obtained after crossing the key words, then the 17 theses and dissertations that unite the triad UP, SC and DE were investigated. Then stratified into a sample of ten articles from the Southeast region, as we understand that this is the region where the largest number of works are concentrated. Moreover, after reading the initial chapters of the productions, those (4) were selected, which presented the greatest correlation between the items of the triad, and with interesting indicatives related to Digital Humanities (DH). We conclude that we can indeed speak of a triad, however, this is only possible if this one is permeated by the Digital Humanities. In the categorized dimensions of each of the pillars, it is possible to see that connectivity, interactivity and accessibility, fronts of DH, are present in the researched works, and are able to sustain the connections between UP, SC and DE. The attempt to articulate the triad, mediated by DH, can open a new epistemological field that can contribute to the advancement of education in higher education, if truly humanistic, transformative and emancipatory educational principles are ensured.
With the great development of communication technologies within Higher Education, it is difficult to think of a University Pedagogy (UP), oblivious to all the changes. The discussion on Distance Education (DE) is already a reality in the University context. Public and private institutions increasingly use technology to expand the reach of their fields of activity. It is then at the interface between University Pedagogy and Social Communication (SC) that Distance Education will be analyzed. In the direction of the valorization of educational technologies, authors such as Faria (2004) point out their importance in the search for training qualification, which shows changes in the teaching work. As a counterpoint to this idea, technology cannot be understood as the lifeline for the pursuit of teaching quality, because it is not the tool that will determine the way in which the teacher teaches, but the concept of teaching, in which his pedagogical practice will be immersed (CUNHA, 1996). The communication process and the differences between face-to-face and distance education must be taken into account. A literature review was conducted to produce a systematic deductive analysis of the researched concepts. Characterizing this bibliographical research, as a theoretical and qualitative study, 127 results were initially obtained after crossing the key words, then the 17 theses and dissertations that unite the triad UP, SC and DE were investigated. Then stratified into a sample of ten articles from the Southeast region, as we understand that this is the region where the largest number of works are concentrated. Moreover, after reading the initial chapters of the productions, those (4) were selected, which presented the greatest correlation between the items of the triad, and with interesting indicatives related to Digital Humanities (DH). We conclude that we can indeed speak of a triad, however, this is only possible if this one is permeated by the Digital Humanities. In the categorized dimensions of each of the pillars, it is possible to see that connectivity, interactivity and accessibility, fronts of DH, are present in the researched works, and are able to sustain the connections between UP, SC and DE. The attempt to articulate the triad, mediated by DH, can open a new epistemological field that can contribute to the advancement of education in higher education, if truly humanistic, transformative and emancipatory educational principles are ensured.
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Palavras-chave
Pedagogia universitária, Comunicação social, Educação a distância, University pedagogy, Social communication, Distance education