Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality
This article presents a set of educational practices that integrate the academic tripod (teaching-research-extension) that relate the role of digital technologies in teaching Sociology, awarded in the Good Pedagogical Practices Competition held by the University of Passo Fundo, in the year 2022. In...
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| Autor principal: | |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14809 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14809_oai |
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I28-R145-14809_oai |
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Universidad de Buenos Aires |
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I-28 |
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R-145 |
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Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
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spa |
| topic |
teaching Sociology Sociology of Education in-person teaching hybrid teaching enseñanza de la Sociología Sociología de la Educación enseñanza presencial enseñanza híbrida Ensino de Sociologia Sociologia da Educação Ensino presencial Ensino híbrido |
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teaching Sociology Sociology of Education in-person teaching hybrid teaching enseñanza de la Sociología Sociología de la Educación enseñanza presencial enseñanza híbrida Ensino de Sociologia Sociologia da Educação Ensino presencial Ensino híbrido Penteado Dourado, Ivan Penteado Dourado, Ivan Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| topic_facet |
teaching Sociology Sociology of Education in-person teaching hybrid teaching enseñanza de la Sociología Sociología de la Educación enseñanza presencial enseñanza híbrida Ensino de Sociologia Sociologia da Educação Ensino presencial Ensino híbrido |
| description |
This article presents a set of educational practices that integrate the academic tripod (teaching-research-extension) that relate the role of digital technologies in teaching Sociology, awarded in the Good Pedagogical Practices Competition held by the University of Passo Fundo, in the year 2022. In the process of recognizing the transformations in the profile of students in the Brazilian higher education space, deepened and radicalized in the pandemic context, new possibilities were identified in the use of digital resources, video classes and digital assessment activities, capable of innovatively enhancing face-to-face interactions and autonomy in a hybrid teaching context. With the general objective of sharing this set of practices and reflecting theoretically on the use of digital technologies in higher education, this exploratory study seeks to inspire other educators to replicate and advance the practices presented here. As main results, we identified the drastic reduction in students' attitudes of disinterest and apathy in face-to-face classes and remote activities, together with the emergence of new dynamics of face-to-face discussion, deepening and more effectively signifying knowledge regarding social phenomena in a proposal counter-hegemonic hybrid. |
| format |
Artículo publishedVersion |
| author |
Penteado Dourado, Ivan Penteado Dourado, Ivan |
| author_facet |
Penteado Dourado, Ivan Penteado Dourado, Ivan |
| author_sort |
Penteado Dourado, Ivan |
| title |
Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| title_short |
Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| title_full |
Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| title_fullStr |
Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| title_full_unstemmed |
Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| title_sort |
teaching sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2024 |
| url |
https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14809 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14809_oai |
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| _version_ |
1854180018425430016 |
| spelling |
I28-R145-14809_oai2025-11-17 Penteado Dourado, Ivan Penteado Dourado, Ivan 2024-12-30 This article presents a set of educational practices that integrate the academic tripod (teaching-research-extension) that relate the role of digital technologies in teaching Sociology, awarded in the Good Pedagogical Practices Competition held by the University of Passo Fundo, in the year 2022. In the process of recognizing the transformations in the profile of students in the Brazilian higher education space, deepened and radicalized in the pandemic context, new possibilities were identified in the use of digital resources, video classes and digital assessment activities, capable of innovatively enhancing face-to-face interactions and autonomy in a hybrid teaching context. With the general objective of sharing this set of practices and reflecting theoretically on the use of digital technologies in higher education, this exploratory study seeks to inspire other educators to replicate and advance the practices presented here. As main results, we identified the drastic reduction in students' attitudes of disinterest and apathy in face-to-face classes and remote activities, together with the emergence of new dynamics of face-to-face discussion, deepening and more effectively signifying knowledge regarding social phenomena in a proposal counter-hegemonic hybrid. Este artículo presenta un conjunto de prácticas educativas que forman parte del trípode académico (docencia-investigación-extensión) que relaciona el papel de las tecnologías digitales en la enseñanza de la Sociología, premiado en el Concurso de Buenas Prácticas Pedagógicas realizado por la Universidade de Passo Fundo, en 2022. En el proceso de reconocimiento de las transformaciones en el perfil de los estudiantes en el espacio brasileño de educación superior, profundizadas y radicalizadas en el contexto de pandemia, se identificaron nuevas posibilidades en el uso de recursos digitales, videoclases y actividades evaluativas digitales, capaces de valorizar de una manera innovadora la presencia y autonomía en un contexto híbrido de propuesta contrahegemónica. Con el objetivo de compartir este conjunto de prácticas y reflexionar teóricamente sobre el uso de las tecnologías digitales en la educación superior, este estudio exploratorio pretende inspirar a otros educadores a replicar y avanzar en las prácticas aquí presentadas. Como principales resultados identificamos la drástica reducción de las actitudes de desinterés y apatía de los estudiantes en las clases presenciales y actividades remotas, junto con el surgimiento de nuevas dinámicas de discusión presencial, profundizando y dando significado más efectivo al conocimiento sobre los fenómenos sociales contrahegemónicos. O presente artigo apresenta um conjunto de práticas educacionais que integram o tripé acadêmico (ensino-pesquisa-extensão) que relacionam o papel das tecnologias digitais no ensino de Sociologia, premiada no Concurso Boas Práticas Pedagógicas realiza pela Universidade de Passo Fundo, no ano de 2022. No processo de reconhecimento das transformações do perfil dos estudantes no espaço do ensino superior brasileiro, aprofundado e radicalizado no contexto pandêmico, identificou-se novas possibilidades no uso dos recursos digitais, vídeo-aulas e atividades avaliativas digitais, capazes de potencializar de forma inovadora as presencialidades e a autonomia em um contexto híbrido de ensino. Com o objetivo geral de compartilhar esse conjunto de práticas e refletir teoricamente sobre o uso das tecnologias digitais no ensino superior, o presente estudo de natureza exploratória, busca inspirar outros educadores a replicarem e avançarem nas práticas aqui apresentadas. Como principais resultados, identificamos a redução drástica das posturas de desinteresse e apatia dos estudantes nas aulas presenciais e atividades remotas, juntamente com a emergência de novas dinâmicas de discussão presencial, aprofundando e significando de forma mais efetiva os conhecimentos referente aos fenômenos sociais em uma proposta híbrida contra-hegemônica. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14809 10.34096/iice.n56.14809 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14809/14551 Derechos de autor 2024 Revista del IICE Revista del IICE; Núm. 56 (2024) 2451-5434 0327-7763 teaching Sociology Sociology of Education in-person teaching hybrid teaching enseñanza de la Sociología Sociología de la Educación enseñanza presencial enseñanza híbrida Ensino de Sociologia Sociologia da Educação Ensino presencial Ensino híbrido Teaching Sociology in the post-pandemic: counter-hegemonic hybrid digital technologies in valueing presentiality Enseñanza de Sociología en la pospandemia: tecnologías digitales híbridas contrahegemónicas para valorar la presencialidad Ensimo de sociologia no pós-pandemia: tecnologias digitais hibridas contra-hegemônicas na valorização da presencialidade info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=14809_oai |