Aprendizagem expansiva em ambientes digitais: uma análise de redes epistêmicas com perspectiva de gênero
DOI:
https://doi.org/10.5944/ried.26.2.36198Palavras-chave:
teoría del aprendizaje, tecnología de la educación, análisis de redes, universidad a distancia, diferencia de sexoResumo
A aprendizagem em ambientes digitais enfrenta desafios atuais de natureza diferente, incluindo desafios teóricos. Nesse sentido, a produção científica sobre a Teoria da Atividade de Terceira Geração mostra a necessidade de maior avanço e discussão à luz das tecnologias digitais. Este artigo aplica a Teoria da Aprendizagem Expansiva à avaliação de uma intervenção formativa online destinada a futuros profissionais de educação a distância. Para isso, seguimos um método etnográfico quantitativo e estudamos 158 unidades discursivas que ocorrem em fóruns assíncronos em ambiente digital por meio da aplicação de uma análise de redes epistêmicas (ENA). Os resultados mostram quatro perfis discursivos com diferenças significativas entre as equipes: discurso empático-conceitual, discurso representativo-conceitual, discurso crítico e discurso compreensivo-conceitual. Ações de aprendizagem expansiva associadas a perfis discursivos e diferenças significativas em função do gênero são identificadas entre as equipes T1(mista)-T2(mulheres), T1(mista)-T3(mulheres), T2(mulheres)-T3(mulheres), T1( mista)-T5(homens), T2(mulheres)-T5(homens) e T3(mulheres)-T5(homens). O artigo representa uma contribuição original ao avanço do conhecimento para o desenvolvimento da teoria da aprendizagem expansiva na educação e uma contribuição metodológica e empírica sobre a evidência da aprendizagem mediada por tecnologias digitais no ensino superior. Contribui para pesquisas futuras sobre ambientes de aprendizagem digital sensíveis ao gênero.
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Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
