Resiliência informacional de gênero : práticas informacionais de professoras do ensino superior durante a pandemia de covid-19

Abstract

This thesis is situated within the social dimension of Information Science. It aims to describe how informational practices mediated by mobile device applications contribute to the development of gender informational resilience among female professors at the Federal University of Paraíba during Emergency Remote Teaching (ERT). Through an inherently qualitative perspective, it establishes correlations between the conceptual categories: informational practices, informational resilience, and the Sexual Division of Labor (SDL). Field research was conducted, where the social actors are female professors from the Federal University of Paraíba (UFPB) who participate in a WhatsApp group composed of faculty members from the same department. Data collection involved the application of a questionnaire and a semi-structured interview. The systematization and analysis of the results relied on content analysis through the categorical technique; on elements of the concepts of informational resilience (Lloyd, 2014, 2015; Brasileiro, 2017) and Sexual Division of Labor (Hirata; Kergoat, 2007); and on Social Practice Theory (Schatzki, 1991, 2003, 2016). The bibliographic research supports the literature review, which encompasses the aforementioned concepts as well as informational and gender-related aspects within the Brazilian pandemic context; women in the capitalist context, linked to the feminist movement and gender issues; women's presence in science and education; an overview of Brazilian public universities; and the establishment of Emergency Remote Teaching. Finally, the thesis argues that gender informational resilience, emerging froco informational practices mediated by mobile device applications, develops through a collective connection that mobilizes formative and socio-emotional affects, fostering the construction of information literacy and emancipatory practices in the context of Emergency Remote Teaching, particularly when there are shared personal, professional, and gender interests.