Palavras chave

Ensino Superior, alfabetização digital, metodologias didáticas, análise de conglomerados, ensino virtual, redes sociais

Resumo

Estendeu-se o discurso que afirma que as mudanças profundas nas TICs experimentadas na última década modificaram também radicalmente a aprendizagem de nossos estudantes universitários, considerando todos eles como nativos digitais. Neste artigo é mantido, todavia, que tais mudanças não são tão imediatas, automáticas ou benéficas como o discurso dominante sobre a bondade das TICs pretendem nos fazer acreditar, e que dão lugar a múltiplas e variadas situações intermediárias que caracterizam o atual ensino universitário. Utilizando as avaliações de três questionários tipo Likert sobre os processos de informação e comunicação em três ambientes diferentes (uma plataforma virtual de ensino aprendizagem, Moodle, Tuenti, como exemplo de rede social, e as aulas presenciais) e mediante técnicas multivariantes (análise fatorial e de conglomerado) se encontram quatro perfis de estudantes: corpo discente otimista ou pró TICs, corpo discente pessimista ou anti-TICs, corpo discente indiferente e corpo discente neutro. A presença de tais perfis de estudantes nos permite concluir que, ainda que a presença do computador em salas de aulas universitárias já faça parte do imaginário coletivo, talvez se esteja supervalorizando tanto o impacto das TICs no ensino superior quanto as competências digitais dos alunos, e que esta falsa percepção da realidade possa beneficiar os vendedores de tecnologia, mas não a inovação metodológica, que somente poderá ser alcançada mediante a reflexão necessária a partir de postulados educativos.

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Gutiérrez-Martín, A., Palacios-Picos, A., & Torrego-Egido, L. (2010). Digital tribes in the university classrooms. [Tribus digitales en las aulas universitarias]. Comunicar, 34, 173-181. https://doi.org/10.3916/C34-2010-03-17

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