E-dialogicidade como perspectiva da comunicação científica aberta nos periódicos de educaçao

Abstract

This research investigates the dialogue in the national journals in the education, with emphasis on the regulatory elements that profile the opening od the datas and constitutes the Open Science in the interface periodized. The element that characterizes the dialogue in this ambience is the e-dialogicity that it defines by the ordinary dialogue mediatization through the usability of a digital devices. The aims os this study it is characterized the occurrence of the prevalent e-dialogic mechanisms on the educational journals, for that seeks to answer: which e-dialogicity elements are presents in the scientific disclosure on the brazilian education journals available on the portals Scielo Brazil and Educ@? This study it is a qualitative research under the approach the multiple cases about the existence of dialogicity on the brazilian education journals, in which it is highlighted the structure of national journals and the interfaces communicative profile, characterized the multidimensionality optics the collected datas e condensed by the analysis content. Data collection is a documentary and bibliographic collection, which precedes the constraints of e-dialogism present in periodized environments and in the curation of data in digital information and communication technologies (DICT), against the background of Open Science and its paradigm in Data Science that configures the type of e-dialogical element present in the interfaces of the investigated journals and profiles the and dialogicity that is to be achieved in this research. The result of the research demonstrates how e-dialogicity is present in educational journals and how it is structured, and can take place in environments of mediaization of academic data or in social networks that stimulate the sharing of scientific research and the feedback of non-specialized or non-computerized specialists and readers, promoting the opening of data from the perspective of democratic dialogue and serving as a potential tool for citizenship training.