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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| 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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| Sumario: | 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. |
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