Tecnologias digitais da informação e comunicação na educação superior: contribuições para o desenvolvimento da autonomia discente

Abstract

The advancement and development of Digital Information and Communication Technologies (ICTs) have provoked cognitive articulations to think, to create, to socialize, to propose ideas and concepts, in an increasingly dynamic, dialectical world, it is marked by voracity, characteristic of liquid modernity. In this context, this thesis aims to analyze how ICTs are used in undergraduate courses at a Higher Education Institution (HEI) to enhance the development of students' autonomy. The specific objectives are intended to identify the student's conception about autonomy in the learning process; to map which ICTs are made available by the HEI and relate them to teaching and learning situations. The theoretical epistemological positioning is premised on the approach of Historical-Cultural Psychology and Historical-Critical Pedagogy, especially the studies carried out on Vygotsky's self-regulation (1993, 2000), and those on the Pedagogy of Autonomy and emancipation, it is supported by Freire (1987, 2011), analyzing the theoretical conceptions proposed by the referred authors. It is a research carried out in a HEI, of a qualitative, basic, descriptive and exploratory nature. The study was carried out with 41 (forty-one) volunteer students from 9 (nine) undergraduate courses in the face-to-face education modality, over 18 (eighteen) years old. The research happened during the Coronavirus pandemic (SARS-CoV-2), it was declared by the World Health Organization (WHO) as a global public health emergency. Thus, in order to meet the protocols, electronic questionnaire, online focus group and individual interviews conducted through video call were used in the research. The data were organized, categorized and analyzed using the methodological principles of Bardin (2011). The results reveal that students understand the concept of autonomy, but it is necessary to sensitize them through interactivity. Due to this, they can feel co-responsible for academic experiences and learning, appropriating autonomous initiatives. The data shows that 68% of ICTs: platforms, software and applications used by students are relevant to the development of pedagogical activities that corroborate the autonomous teaching and learning processes. They demonstrate that ICTs need to be adequately mediated to effectively contribute with the development of student’s autonomy. According to the time new ways to learn will emerge, breaking with the conception of an education with a cartesian, mechanistic and banking vision. Finally, it is noticeable that ICTs permit more articulated and systemic behaviors. They are essential to the exercise of self-regulation, protagonism and contemporary epistemological thinking.