A produção de mídias digitais como prática acadêmica: o compartilhamento de experiências da aprendizagem discente

Abstract

As society progresses, transformations are evident in the realm of textual production in the digital environment. This research sought to document the experiences of students in the course Cognition and Digital Technologies (CTD) in the second semester of the Digital Systems and Media (SMD) course at the Federal University of Ceará (UFC), using methods based on the use of technologies, active methodologies, and multiliteracies. The objective was to analyze the characteristics, development processes, and results of the development of digital media in higher education. This thesis is qualitative in nature and was developed using an approach based on Grounded Theory (GT), from a Straussian perspective (Strauss and Corbin, 2008). We divided the investigative process into three phases. Initially, we observed the trajectory of the curricular component's activities and the creation of digital media. We conducted interviews to get to know the subjects under investigation. In this phase of the research, we applied Open Coding, in which we determined, named, and categorized the phenomena based on a detailed examination of the data, developing subcategories. We continued the analysis of digital media and the interviews as the second phase, with data collection, analysis, and coding occurring simultaneously. Grouping the subcategories according to their equivalent meanings, we developed the categories based on the premises of Axial Coding. Moving on to the third phase, we sought to understand how students relate each Theory of Cognition to their productions. In this final phase of the research, we used Selective Coding, in which the concepts led to the establishment of the research's theoretical basis. The categories of analysis were organized according to their conceptualizations and, grouped together, formed the four major categories: 1) Contextualization; 2) Intertextuality; 3) Learning; and 4) Interactivity. Learning was centralized over the other central categories through the use of strategies that structure the context of digital media. The applicability of innovative pedagogical practices, based primarily on strategies for creating digital media, contributed to the interactivity between students and teachers, student participation in discussions of the topics covered, the creation of digital media, and the presentation of their developed work.