Cultura acadêmica e tecnologias intelectuais digitais: análise das práticas acadêmicas no ambiente virtual de aprendizagem

Abstract

The present Work of Conclusion of course presents theoretical and methodological information of a research, developed in the Program of Scientific Initiation financed by CNPq. The aforementioned was carried out in the period between July 2013 and July 2015, with the general objective to verify the possibilities of hybridization of the academic culture with the cyberculture, made from teaching and learning mediated by digital intellectual technologies. In order to serve it, we sought to identify different academic practices of using digital intellectual technologies in the virtual learning environment (AVA) - Moodle and to analyze its constituent elements. The field of research was the Virtual Learning Environment - Moodle. The sample consisted of 71 virtual classrooms from the semester of 2013.1. A total of 14 professors from undergraduate courses at the Federal University of Paraíba (UFPB) collaborated with the research. It is an ethnographic research, characterized as a virtual ethnography, institutional, critical and with a thematic orientation. The theoretical perspective adopted was based on the presuppositions of intercultural research, according to Canclini and Martín-Barbero, and is linked to Cultural Studies of Education. Data were collected from a structured online form, semi-structured online questionnaire and semi-structured interview. The analyzes were performed following the procedure of treatment of ethnographic data, according to Silverman (2009). The results pointed out that the virtual learning environment - Moodle has not favored the hybridization of academic culture with cyberculture, mainly due to the episteme that governs teaching and learning in this institution. It was verified the predominance of instrumental practices of use of this digital intellectual technology in the learning process. In this way, the practices and elements analyzed (teaching work, curriculum, teaching methodologies and evaluation) tend to reproduce the current teaching paradigm.