(De)professionalization or innovation in teaching work?
Perspectives on digital cultures in Stricto Sensu graduate studies in times of pandemics
DOI:
https://doi.org/10.30612/eduf.v14iesp.1.19689Keywords:
Digital culture, (De)professionalization, InnovationAbstract
This article looks at how university staff perceive digital culture and teaching work. Digital culture is seen as the set of knowledge, values and practices in digital networks, which impact both the digital and material worlds. The research, which is qualitative and narrative, explores the views of participants from universities in Brazil, Canada and the UK on digital culture, the use of technology in teaching and educational innovation. The results show that, since the COVID-19 pandemic, the role of ICTs and digital culture has become more relevant. In addition, it was observed that innovation can go beyond technologies, reflecting on pedagogical practices and empathy. The conclusion is that it is essential to problematize digital culture in educational contexts, promoting debates on digital literacy, ethics, vigilance, inclusion and the (un)professionalization of educators.
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