DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olh@res (Universidade Federal de São Paulo) |
Texto Completo: | https://periodicos.unifesp.br/index.php/olhares/article/view/11284 |
Resumo: | This research aimed to analyze the integration of Digital Technologies of Information and Communication (TDIC), supported by federal legislation, to the curricular matrix and to educational and cybercultural practices, of the Literature courses of seven public universities in Paraná. This investigation converges with the need for expansion of network research developed in the courses of Letters in public universities in São Paulo. The theoretical framework covered: the culturalist approach by Tylor (1832-1917) and Rosa (2010); Bakhtin's dialogic communication (2014); the communicative rationality by Habermas (2002); the digital technologies and cyberculture in the pedagogical scope of Bonilla and Pretto (2015); within the scope of Rojo's multiliteracies (2018); in the propositions for an active curriculum by Tardif (2014) and Giroux (1994); the documentary research by Sá-Silva, Almeida and Guindani (2009); content analysis by Bogdan and Biklen (1994) and Bardin (2002). The qualitative research used a mixed methodology in the preparation and analysis of instruments (questionnaires, interviews, Institutional Projects (PI) and Pedagogical Policy (PPP) of the courses), in the collation technique and in the analysis of the statements, to enable a comprehensive look at the integration of TDIC in the mentioned Literature courses. The research findings suggest that the challenges to be overcome the integration of TDIC in Literature courses at universities in Paraná extend from acquisition to use, with a certain mismatch between what is prescribed in federal legislation and curricular practice. The instrumental rationality present in this integration, in most of the universities in question, can be overcome by the culture of communicative rationality through network research. |
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DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em redeLetramento digital nos cursos de letras das universidades públicas paranaenses : Desafios da cibercultura na formação docente em redeEducationTechnologyMultiliteraciesEducaçãoTecnologiaMultiletramentosThis research aimed to analyze the integration of Digital Technologies of Information and Communication (TDIC), supported by federal legislation, to the curricular matrix and to educational and cybercultural practices, of the Literature courses of seven public universities in Paraná. This investigation converges with the need for expansion of network research developed in the courses of Letters in public universities in São Paulo. The theoretical framework covered: the culturalist approach by Tylor (1832-1917) and Rosa (2010); Bakhtin's dialogic communication (2014); the communicative rationality by Habermas (2002); the digital technologies and cyberculture in the pedagogical scope of Bonilla and Pretto (2015); within the scope of Rojo's multiliteracies (2018); in the propositions for an active curriculum by Tardif (2014) and Giroux (1994); the documentary research by Sá-Silva, Almeida and Guindani (2009); content analysis by Bogdan and Biklen (1994) and Bardin (2002). The qualitative research used a mixed methodology in the preparation and analysis of instruments (questionnaires, interviews, Institutional Projects (PI) and Pedagogical Policy (PPP) of the courses), in the collation technique and in the analysis of the statements, to enable a comprehensive look at the integration of TDIC in the mentioned Literature courses. The research findings suggest that the challenges to be overcome the integration of TDIC in Literature courses at universities in Paraná extend from acquisition to use, with a certain mismatch between what is prescribed in federal legislation and curricular practice. The instrumental rationality present in this integration, in most of the universities in question, can be overcome by the culture of communicative rationality through network research.Esta pesquisa teve por objetivo analisar a integração das Tecnologias Digitais da Informação e Comunicação (TDIC) à matriz curricular e às práticas educacionais e ciberculturais, dos cursos de Letras de sete universidades públicas paranaenses. Esta investigação converge com a necessidade de expansão das pesquisas em rede elaboradas nos cursos de Letras de universidades públicas paulistas. O marco teórico abrangeu: a abordagem culturalista de Tylor (1832-1917) e Rosa (2010); a comunicação dialógica de Bakhtin (2014); a racionalidade comunicativa de Habermas (2002); as tecnologias digitais e cibercultura no âmbito pedagógico de Bonilla e Pretto (2015); no âmbito dos multiletramentos de Rojo (2018); nas proposições para um currículo ativo, de Tardif (2014) e Giroux (1994); a pesquisa documental de Sá-Silva, Almeida e Guindani (2009); a análise de conteúdo de Bogdan e Biklen (1994) e Bardin (2002). A pesquisa qualitativa utilizou uma metodologia mista na elaboração e análise dos instrumentos (questionários, entrevistas, Projetos Institucionais (PI) e Político Pedagógicos (PPP) dos cursos), na técnica de cotejo e na análise dos depoimentos, para possibilitar um olhar abrangente sobre a integração das TDIC nos mencionados cursos de Letras. Os achados da pesquisa sugerem que os desafios a serem superados para integrar as TDIC aos cursos de Letras nas universidades paranaenses se estendem da aquisição ao uso, havendo um certo descompasso entre o prescrito na legislação federal e a prática curricular. A racionalidade instrumental presente nessa integração, na maioria das universidades em tela, pode vir a ser superada pela cultura da racionalidade comunicativa, sobretudo mediante pesquisas em rede. Universidade Federal de São Paulo2021-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1128410.34024/olhares.2021.v9.11284Olhares: Revista do Departamento de Educação da Unifesp; v. 9 n. 2 (2021): Revista Olhares - REVISTA DO DEPARTAMENTO DE EDUCAÇÃO - UNIFESP; 100-1192317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/11284/8659Copyright (c) 2021 Maria Goreti Amboni Stadtlober , Lucila Pescehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessStadtlober , Maria Goreti Amboni Pesce, Lucila 2021-11-25T16:00:44Zoai:ojs.pkp.sfu.ca:article/11284Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2021-11-25T16:00:44Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede Letramento digital nos cursos de letras das universidades públicas paranaenses : Desafios da cibercultura na formação docente em rede |
title |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
spellingShingle |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede Stadtlober , Maria Goreti Amboni Education Technology Multiliteracies Educação Tecnologia Multiletramentos |
title_short |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
title_full |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
title_fullStr |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
title_full_unstemmed |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
title_sort |
DIGITAL LITERACY IN THE COURSES OF LETTERS AT PUBLIC UNIVERSITIES IN PARANÁ: CHALLENGES OF CYBERCULTURE IN NETWORK TEACHER TRAINING: Desafios da cibercultura na formação docente em rede |
author |
Stadtlober , Maria Goreti Amboni |
author_facet |
Stadtlober , Maria Goreti Amboni Pesce, Lucila |
author_role |
author |
author2 |
Pesce, Lucila |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Stadtlober , Maria Goreti Amboni Pesce, Lucila |
dc.subject.por.fl_str_mv |
Education Technology Multiliteracies Educação Tecnologia Multiletramentos |
topic |
Education Technology Multiliteracies Educação Tecnologia Multiletramentos |
description |
This research aimed to analyze the integration of Digital Technologies of Information and Communication (TDIC), supported by federal legislation, to the curricular matrix and to educational and cybercultural practices, of the Literature courses of seven public universities in Paraná. This investigation converges with the need for expansion of network research developed in the courses of Letters in public universities in São Paulo. The theoretical framework covered: the culturalist approach by Tylor (1832-1917) and Rosa (2010); Bakhtin's dialogic communication (2014); the communicative rationality by Habermas (2002); the digital technologies and cyberculture in the pedagogical scope of Bonilla and Pretto (2015); within the scope of Rojo's multiliteracies (2018); in the propositions for an active curriculum by Tardif (2014) and Giroux (1994); the documentary research by Sá-Silva, Almeida and Guindani (2009); content analysis by Bogdan and Biklen (1994) and Bardin (2002). The qualitative research used a mixed methodology in the preparation and analysis of instruments (questionnaires, interviews, Institutional Projects (PI) and Pedagogical Policy (PPP) of the courses), in the collation technique and in the analysis of the statements, to enable a comprehensive look at the integration of TDIC in the mentioned Literature courses. The research findings suggest that the challenges to be overcome the integration of TDIC in Literature courses at universities in Paraná extend from acquisition to use, with a certain mismatch between what is prescribed in federal legislation and curricular practice. The instrumental rationality present in this integration, in most of the universities in question, can be overcome by the culture of communicative rationality through network research. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/11284 10.34024/olhares.2021.v9.11284 |
url |
https://periodicos.unifesp.br/index.php/olhares/article/view/11284 |
identifier_str_mv |
10.34024/olhares.2021.v9.11284 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/11284/8659 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Maria Goreti Amboni Stadtlober , Lucila Pesce https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Maria Goreti Amboni Stadtlober , Lucila Pesce https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
Olhares: Revista do Departamento de Educação da Unifesp; v. 9 n. 2 (2021): Revista Olhares - REVISTA DO DEPARTAMENTO DE EDUCAÇÃO - UNIFESP; 100-119 2317-7853 reponame:Olh@res (Universidade Federal de São Paulo) instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Olh@res (Universidade Federal de São Paulo) |
collection |
Olh@res (Universidade Federal de São Paulo) |
repository.name.fl_str_mv |
Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com |
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1809463234560786432 |