Abstracts Education

Representações sociais de tecnologias digitais da informação e comunicação compartilhadas por licenciandos/as em pedagogia : houve mudanças a partir do ensino remoto emergencial?

by Virgínia Renata Vilar da SILVA

This investigation aims to analyze the relationship between changes in social practices due to the remote emergency and the social representations of digital technologies in education shared by pedagogy undergraduates students at the Federal University of Pernambuco (UFPE). Taking the Theory of Social Representations as a reference, with a motto for the structural approach, more specifically the study of the central nucleus and the dynamics of social representations, discussions were spread around the structure and possible transformation of the Social Representations of Digital Technologies (TDIC). We focused on the face of the pandemic scenario to which education undergoes profound changes on the occasion of this Emergency. The research included two stages: document analysis and empirical data collection. The first one was developed through the curriculum of the Pedagogy course at the UFPE Education Center, followed by a Systematic Review of Literature that also sought to reveal social representations of TDIC. The second one contains a free association of hierarchical words from the 254 undergraduate students of the Pedagogy course at UFPE. The collected data were analyzed using the Iramuteq software and Prototypical and Similitude analyzes were performed. The Content Analysis technique supported the categorization of data. The main results suggest that the elements internet, innovation and learning remain as key components of the central zone of the social representation of TDIC, while, difficulty, access and adaptation, would be possible new elements of this same zone. Adaptation, Technology, Pandemic, Learning, Social Aspects and Feelings were obtained as thematic categories resulting from the collection for Remote Teaching. The last one was subdivided into Favorable or Positive Feelings and Unfavorable or Negative Feelings. The analysis of the semantic field of Remote Teaching allowed us to infer that although the practice was necessary for the non-stagnation of academic activities during the pandemic period, it was surrounded by challenges, marked by the difficulty of access, expanding the social inequalities that already exist in our country. Remote Learning was also considered a driver of mental health disorders according to participants' reports.