THE ROLE OF SOCIAL COMMUNICATION IN A DISTANCE EDUCATION CONTEXT AND THE CONTRIBUTIONS OF UNIVERSITY PEDAGOGY
Abstract
With the great development of communication technologies, in the context of Higher Education, University Pedagogy is not oblivious to all these changes. Public and private institutions are increasingly making use of technology to expand the scope of their fields of activity. It is at the interface between University Pedagogy and Social Communication that Distance Education will be analyzed. In the direction of valuing educational technologies, authors such as Faria (2004) point out its importance in the search for training qualification, which shows changes in teaching work. On the other hand, technology cannot be understood as a lifeline with regard to the search for quality in teaching, even because it is not the tool that determines the way in which the teacher teaches, but the concept of teaching in which his pedagogical practice is immersed (CUNHA AND LEITE, 1996). The communication process and the differences between face-to-face education and distance education must be taken into account. A literature review was conducted to produce a systematic deductive analysis of the researched concepts. Characterizing this bibliographic research as a theoretical and qualitative study, 127 results were obtained; after crossing the keywords, seventeen theses and dissertations emerged that unite the triad. We proceeded to stratify a sample of ten articles produced in the Southeast region, as this concentrates the largest number of works. Four that showed the highest correlation between the triad items were selected. We conclude that we can speak of a triad, but this is only possible if it is permeated by the Digital Humanities. The articulation of the triad, mediated by HD, can open a new epistemological field, which can contribute to the advancement of education in higher education, provided that truly humanistic, transformative and emancipatory educational principles are ensured.
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