Banca de DEFESA: LIDIANNE MÉRCIA BARBOSA MALTA ROCHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LIDIANNE MÉRCIA BARBOSA MALTA ROCHA
DATE: 29/04/2022
TIME: 14:00
LOCAL: CEDU a distância
TITLE:

DIGITAL HUMANITIES IN THE CONTEXT OF EDUCATION AGAINST BRAZILIAN RESEARCH AND THE TEACHING-LEARNING PROCESS IN THE EXCEPTIONAL SCHOOL PERIOD OF THE FEDERAL UNIVERSITY OF ALAGOAS

KEY WORDS:

Keywords: Digital Humanities. Education. Search. Teaching-learning process.

PAGES: 241
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This thesis deals with the contextualization of Digital Humanities in Education at the national level, analyzing the timid scientific production on this conjecture in research and the perspectives of the theme in the teaching-learning processes mediated by technologies, in particular the non-presential ones, such as the one developed in the Exceptional Academic Period (PLE) of the Federal University of Alagoas (UFAL). For this, the following question was raised: what are the perspectives of Digital Humanities in the context of Education in relation to Brazilian research, with regard to national productions and the teaching-learning process proposed in the PLE offered by UFAL? Given the nature of this question, this study, of a qualitative nature, descriptive and exploratory, with a dialectical approach, was based on theoretical-methodological findings to achieve the general objective: to analyze the scenario of Digital Humanities in the context of Education mediated by technologies , compared to Brazilian research, with regard to national productions and the current teaching-learning process proposed in the PLE offered by UFAL. In the meantime, the following specific objectives were outlined: a) investigate the concept of Digital Humanities and its relationship with Education; b) investigate in an integrative systematic way the national scientific productions on Digital Humanities in Education; c) verify in a documentary way the repositories, directories and collaboration platforms, in Brazil, in addition to the youtube site, regarding the empirical files developed on Digital Humanities in Education; and, d) to analyze in the conception of Digital Humanities the teaching experience in non-face-to-face educational processes in subjects offered during the pandemic and mediated by DT at PLE/UFAL. The methodological, documentary and experiential procedure collected data through three techniques (with their respective data sources), namely: a) integrative systematic bibliographic review (in scientific productions of scientific bases and platforms); b) systematic documentary research (in the empirical documents of directories, platforms and repositories, together with the videos on the youtube site) and; c) extensive direct observation (the subjects were the professors who taught undergraduate courses during the PLE). The scientific bases were: VHL, google scholar, Capes and scielo Brasil journals. The empirical platforms were: Instituto Conex, Fapeal and Directory of National Journals in Education. The participating professors are from the following degrees: Agroecology, Agronomy and Forestry, Architecture and Urbanism, Accounting Sciences, Computer Sciences, Design, Civil, Environmental and Petroleum Engineering, Electrical Engineering, Forestry, Agronomy and Animal Science, Medicine, Veterinary Medicine, Nutrition, Dentistry and Pedagogy. The research scenario was the internet and data collection was instrumented by online forms built on the google forms platform. During the study, the results obtained resulted from the data of: 44 scientific articles, 12 empirical summaries, 11 videos and the responses of 30 teachers. To clarify the results obtained in these data, four categories of analysis were raised: a) understanding of the concept 'Digital Humanities in Education'; b) contributions of Digital Humanities in educational contexts; c) potentialities of Digital Humanities in educational contexts and; d) challenges and opportunities of the incorporation of Digital Technologies in non-face-to-face educational processes in the light of Digital Humanities in Education. From the analysis developed, it appears that the thesis presented was confirmed, because in the findings of this study the topic is little explored in the universe of scientific and empirical publications and, when properly using technologies, both in research and in teaching processes, learning, Digital Humanities have their perspectives contextualized in Education, taking into account that the dissemination of information, as well as the incentive to autonomous learning, with a view to the formation of the human being, are factors directly linked to the opportunities generated in the pedagogical scenarios. However, these opportunities may arise when the available technological support can be added to the effective participation of the subjects involved in educational procedures. 

BANKING MEMBERS:
Presidente - 3288419 - CLEIDE JANE DE SA ARAUJO COSTA
Interno - 1820982 - FERNANDO SILVIO CAVALCANTE PIMENTEL
Externa ao Programa - 1918787 - ANDREA MARQUES VANDERLEI FREGADOLLI
Externa à Instituição - ANA BEATRIZ GOMES PIMENTA DE CARVALHO - UFPE
Externa à Instituição - ROSÁRIA ILGENFRITZ SPEROTTO - UFPel