Emancipação digital entre alunos de um curso de pós-graduação em Educação no Brasil

Abstract

Human autonomy has been the subject of academic discussions for several decades, mostly related to education and citizenship. Building upon this, this research seeks to reflect on human development in the face of emancipatory relations within a digital context. The general objective is to investigate processes of digital emancipation in the educational context of graduate students in education from a Brazilian public university, at the master's level, unfolding into specific objectives of identifying participants' prior knowledge regarding digital culture; relating practices within the participants' educational context, focusing on activities developed in digital media or related actions; and assessing competencies, critical thinking, and cognitive transformations in the face of interactive processes within the digital context of academic education. A longitudinal, applied, and field research approach involved the participation of eight master's students, who were followed during moments and activities within the graduate program, using instruments such as questionnaires, interviews and qualifying examination texts. Drawing on Critical Theory aligned with Horkheimer (1980), Nobre (2004), and Adorno (2006), combined with reflections from Paulo Freire (1996, 1994, 1997), Tonet (2005), Schwartz (2006), and theoretical contributions from researchers linked to (multi)literacies, including Kalantzis, Cope and Pinheiro (2020), the data and results were analyzed through thematic analysis (Fontoura, 2011) deepened by qualitative analysis understandings presented by Minayo (2012). This thesis is congruent with the research line focused on educational foundations and practices and is also in line with studies from the Research Group in Education, Languages, and Portuguese Language (GPELLP) registered with CNPq. The categorized themes, I) experience, II) concept, III) analysis, and IV) application, knowledge processes originally established by The New London Group in 1996, and the respective analysis of the obtained data showed that the digital scenario is a reality in society and has established in educational spaces, particularly in the field of stricto sensu teacher training, an dualistic, constructive and thought-provoking relationship. In this scenario, the experience proved to be an act of continuous development, theorization emerged in digital search environments, the context of analyzes based on criticality became essential and the application showed trends towards innovation and transformation of social and training practices. In this diversity, digital emancipation has emerged as a set of knowledge, skills, and behaviors, revealing a notable processuality in the development of citizenship in the digital context.