As humanidades digitais no contexto da educação frente à pesquisa brasileira e ao processo de ensino-aprendizagem no período letivo excepcional da Universidade Federal de Alagoas

Abstract

This thesis deals with the contextualization of Digital Humanities in Education at the national level, considering that in this conjecture, the theme presents timid scientific production in research and can contribute to training in educational spaces, especially non-presential ones, enhancing the processes of teaching-learning mediated by DT and, in particular, the one developed in the Exceptional Academic Period (PLE) of the Federal University of Alagoas (UFAL). With an investigative base grounded in qualitative research, the interest of this study focused on the following question: 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? According to the research provocation, this study, descriptive and exploratory, with a dialectical approach, was based on theoretical-methodological findings, whose general objective was: to analyze the scenario of Digital Humanities in the context of Education mediated by the technologies, compared to Brazilian research, with regard to national productions and the current teaching-learning process proposed in the PLE offered by 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/UFAL). 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 various degrees, in the three areas of knowledge: Exacts, Humanities and Health. 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 achieved resulted from data from: 44 scientific articles, 12 empirical abstracts, 11 videos and the responses of 30 professors who worked in 17 graduations at PLE/UFAL in 2020. The data collected were analyzed in four categories and, based on the analysis developed, the results obtained on Digital Humanities in Education showed, first, that scientific and empirical publications at the national level are timid, indicating that the topic is little explored and, therefore, , needs further investigation into its surroundings. Also, in the locus of this study, evidence was observed that Digital Humanities can, through the technological support provided by DT, contribute to training in educational spaces, enhancing the teaching-learning processes with a view to teacher mediation, to the construction of knowledge and autonomous student learning. It appears that the thesis was confirmed, since the Digital Humanities have their perspectives contextualized in Education, considering in this scenario the available technological support and the effective participation of the subjects involved in the pedagogical procedures.