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Advisor(s)
Abstract(s)
A realidade cultural e educacional tem sofrido grandes mudanças, sobretudo desde 2020 devido à pandemia Covid-19 que veio provocar profundas alterações societais. As tecnologias afirmaram-se na educação permitindo ultrapassar grandes desafios. Mas terão as tecnologias digitais sido fundamentais para a inclusão educacional e intercultural? Ao longo de 2021-2022, foram realizadas entrevistas a docentes e estudantes do ensino superior com o objetivo de compreender como é que as tecnologias digitais influenciaram o ensino, permitindo que o mesmo mantivesse a qualidade, acompanhando um momento fundamental de aprendizagens. Comportamentos e qualidades como a adaptabilidade e resiliência de docentes e estudantes foram fundamentais para o sucesso e evolução da educação. Dos resultados destacam-se as expectativas, quer no ensino presencial, quer no ensino a distância, quanto à identificação de pilares que permitam definir políticas e metodologias de ensino e aprendizagem abertas, flexíveis e que aumentem a motivação e preparação estudantil e docente e, por conseguinte, a qualidade da aprendizagem, assentes numa participação cultural e educacional ativa. Um aspeto essencial é a capacitação dos professores quer ao nível da educação e comunicação intercultural, quer ao nível da literacia tecnológica e educacional, de forma a acompanharem as mudanças verificadas e ajudarem a construir uma sociedade inclusiva, equitativa, intercultural, sustentável e empreendedora.
The cultural and educational reality has undergone major changes, especially since 2020 due to the Covid-19 pandemic that has caused profound societal changes. Technologies have asserted themselves in education, enabling them to overcome major challenges. But have digital technologies been key to educational and intercultural inclusion? Throughout 2021-2022, interviews were conducted with higher education teachers and students with the aim of understanding how digital technologies influenced teaching, allowing it to maintain quality, accompanying a fundamental moment of learning. Behaviors and qualities such as adaptability and resilience of teachers and students were fundamental to the success and evolution of education. The results highlight the expectations for this school year, both in face-to face and distance learning, in order to help identify pillars that allow defining open, flexible teaching and learning policies and methodologies that increase student and teacher motivation and preparation and, consequently, the quality of learning, based on cultural participation, education and citizenship. An essential aspect is the empowerment of teachers both in education and intercultural communication, as well as in terms of technological and educational literacy, in order to keep up with the changes and help to build an inclusive, equitable, intercultural, sustainable and entrepreneurial society.
The cultural and educational reality has undergone major changes, especially since 2020 due to the Covid-19 pandemic that has caused profound societal changes. Technologies have asserted themselves in education, enabling them to overcome major challenges. But have digital technologies been key to educational and intercultural inclusion? Throughout 2021-2022, interviews were conducted with higher education teachers and students with the aim of understanding how digital technologies influenced teaching, allowing it to maintain quality, accompanying a fundamental moment of learning. Behaviors and qualities such as adaptability and resilience of teachers and students were fundamental to the success and evolution of education. The results highlight the expectations for this school year, both in face-to face and distance learning, in order to help identify pillars that allow defining open, flexible teaching and learning policies and methodologies that increase student and teacher motivation and preparation and, consequently, the quality of learning, based on cultural participation, education and citizenship. An essential aspect is the empowerment of teachers both in education and intercultural communication, as well as in terms of technological and educational literacy, in order to keep up with the changes and help to build an inclusive, equitable, intercultural, sustainable and entrepreneurial society.
Description
Keywords
Educação Interculturalidade Tecnologias digitais Aprendizagem Cidadania Education Interculturality Digital technologies Learning Citizenship
Pedagogical Context
Citation
Ramos, M. N.; Lopes, A. C. D. (2024). Tecnologias digitais, educação e interculturalidade: Perspetivas de Estudantes e Professores do Ensino Superior. In J. Jardim E. V. Rodrigues (Coord.). Educação Empreendedora e Cidadania: Novos Paradigmas para um Futuro Colaborativo. SkillsResearch, 767-780
Publisher
SkillsResearch
CC License
Without CC licence