Sociotechnical Vision of Education in Information Systems: Equity and Self-Directed Learning from the Global South
Resumo
Information System Education (ISE) concerns the reflection of equitable variables like gender, race/ethnicity, socioeconomic status and culture. However, addressing how to balance different sources of inequities is still an open challenge. Active learning and Self-Directed Learning (SDL) have the potential to create a more equitable educational environment, promoting more autonomy and crucial soft skills for students in our complex society. Understanding better how SDL effectively occurs in ISE students can also contribute to comprehending the potential of active learning in terms of capabilities approach (CA), a solid equity theory. Thus, this doctoral research investigated how ISE students conduct their SDL in developing countries from the CA lens. The results are structured over the perceptions of two ISE Brazilian undergraduates about their SDL trajectories, being each one from the lowest and highest socioeconomic status of their class, respectively. Interviews and other data sources helped to better situate the findings. The doctoral contributions were in (i) the use of CA as an equity theoretical framework in computing research, and computing education (including ISE), (ii) the proposition of a new concept called SDL capabilities, and (iii) a pragmatic instantiation of equity discussions in ISE (beyond other scientific contributions to Computing and Education in a general way).Referências
Akalin, A., Weinman, N., Stasaski, K., and Fox, A. (2021). Exploring the Impact of Gender Bias on Pair Programming. In Proceedings of the 17th ACM Conference on International Computing Education Research, ICER 2021, page 435–437, New York, NY, USA. Association for Computing Machinery.
Alexandre, G. H., dos Santos, S. C., Rodrigues, A. N., and Souza, P. B. (2018). Applying and Managing PBL-An Experience in Information Systems Education. In Proceedings of the 10th International Conference on Computer Supported Education Volume 1: CSEDU, pages 57–67.
Anderson, R. C. and Beach, P. (2022). Measure of Opportunity: Assessing equitable conditions to learn twenty-first century thinking skills. Learning Environments Research, 25(3):741–774.
Arawjo, I. and Mogos, A. (2021). Intercultural Computing Education: Toward Justice Across Difference. ACM Trans. Comput. Educ., 21(4).
Arksey, H. and O’Malley, L. (2005). Scoping Studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1):19–32.
Ben-Ari, M. (2001). Constructivism in Computer Science Education. Journal of Computers in Mathematics and Science Teaching, 20(1):45–73.
Biesta, G. (2018). Interrupting the politics of learning. In Contemporary theories of learning, pages 243–259. Routledge, New York, NY, USA, 2 edition.
Bispo Jr., E., Abranches, S., Carvalho, A. B., and Santos, S. (2022). “Fui contratado para ensinar Computação!”: Um olhar sobre a suposta neutralidade político-pedagógica do professor universitário de Computação no Brasil. In Anais do II Simpósio Brasileiro de Educação em Computação, pages 272–282, Porto Alegre, RS, Brasil. SBC.
Bispo Jr., E., Fonseca, L., and Santos, S. (2021a). Reflexões e Desafios sobre a Formação na Ética em Pesquisa na Computação envolvendo Humanos. In Anais do XXIX Workshop sobre Educação em Computação, pages 488–497, Porto Alegre, RS, Brasil. SBC.
Bispo Jr., E. L., dos Santos, S. C., and De Matos, M. V. A. B. (2024a). Equity Aspects from Adoption of Online Laboratories in Engineering Education, pages 241–255. Springer Nature Switzerland, Cham.
Bispo Jr., E. L., dos Santos, S. C., and De Matos, M. V. A. B. (2024b). Equity Issues Derived from Use of Large Language Models in Education. In Tomczyk, Ł., editor, New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations, pages 425–440. Springer Nature Switzerland.
Bispo Jr., E. L., Lopes, R. P., and Santos, S. C. (2021b). Peer Instruction in Computing Higher Education: A Case Study of a Logic in Computer Science Course in Brazilian Context. Revista Brasileira de Informática na Educação, 29:1403–1432.
Bodaker, L. and Rosenberg-Kima, R. B. (2023). Online pair-programming: elementary school children learning scratch together online. Journal of Research on Technology in Education, 55(5):799–816.
Booth, A., Sutton, A., and Papaioannou, D. (2016). Systematic Approaches to Successful Literature Review, chapter Taking a systematic approach to your literature review, pages 9–35. SAGE Publishers.
Brookfield, S. (1993). Self-Directed Learning, Political Clarity, and the Critical Practice of Adult Education. Adult Education Quarterly, 43(4):227–242.
Colomer, J., Serra, T., Gras, M. E., and Cañabate, D. (2021). Longitudinal Self-Directed Competence Development of University Students through Self-Reflection. Reflective Practice, 22(5):727–740.
de Saint-Exupéry, A. (1943). The Little Prince. G. K. Hall & Co.
Ellis, H. J. C. (2002). Andragogy in a web technologies course. SIGCSE Bull., 34(1):206–210.
Fletcher, C. L. and Warner, J. R. (2021). CAPE: A framework for assessing equity throughout the Computer Science Education ecosystem. Commun. ACM, 64(2):23–25.
Freire, P. (1996). Pedagogia da Autonomia: Saberes necessários à prática educativa, chapter Ensinar exige tomada consciente de decisões. Editora Paz e Terra, 25 edition.
Gardner, H. and Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8):4–10.
Gomes, K. and Matos, S. (2020). Detection of Programming Plagiarism in Computing Education: A Systematic Mapping Study. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 1633–1642, Porto Alegre, RS, Brasil. SBC.
Hall, S. (1992). The Question of Cultural Identity, pages 274–316. Politic Press / Open University.
Indriasari, T. D., Luxton-Reilly, A., and Denny, P. (2020). A review of peer code review in higher education. ACM Trans. Comput. Educ., 20(3).
Kim, K. A., Fann, A. J., and Misa-Escalante, K. O. (2011). Engaging Women in Computer Science and Engineering: Promising Practices for Promoting Gender Equity in Undergraduate Research Experiences. ACM Trans. Comput. Educ., 11(2).
Kitchenham, B., Brereton, P., and Budgen, D. (2010). The Educational Value of Mapping Studies of Software Engineering Literature. In Proceedings of the 32nd ACM/IEEE International Conference on Software Engineering - Volume 1, ICSE ’10, page 589–598, New York, NY, USA. Association for Computing Machinery.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in Software Engineering. Technical report, Keele University & University of Durham. EBSE-2007-01.
Kitchenham, B. A., Budgen, D., and Pearl Brereton, O. (2011). Using mapping studies as the basis for further research – A participant-observer case study. Information and Software Technology, 53(6):638–651. Special Section: Best papers from the APSEC.
Kumar, A. N., Raj, R. K., Aly, S. G., Anderson, M. D., Becker, B. A., Blumenthal, R. L., Eaton, E., Epstein, S. L., Goldweber, M., Jalote, P., Lea, D., Oudshoorn, M., Pias, M., Reiser, S., Servin, C., Simha, R., Winters, T., and Xiang, Q. (2023). Introduction to Competency Framework. Computer Science Curricula 2023 (CS2023), pages 41–46. The Joint Task Force on Computer Science Curricula.
Lai, X., Ye, J., and Wong, G. K. W. (2023). Effectiveness of collaboration in developing computational thinking skills: A systematic review of social cognitive factors. Journal of Computer Assisted Learning, 39(5):1418–1435.
Lewis, C. M. and Shah, N. (2015). How Equity and Inequity Can Emerge in Pair Programming. In Proceedings of the Eleventh Annual International Conference on International Computing Education Research, ICER ’15, page 41–50, New York, NY, USA. Association for Computing Machinery.
Lewis, C. M., Shah, N., and Falkner, K. (2019). Equity and diversity. In Fincher, S. A. and Robins, A. V., editors, The Cambridge Handbook of Computing Education Research, Cambridge Handbooks in Psychology, chapter 16, page 481–510. Cambridge University Press.
Love, C., Gresalfi, M., and Knowe, M. (2021). The Tragedy of Lost Ideas: Examining Epistemic Injustice in Pair Programming. In Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.
Lozano, J. F., Boni, A., Peris, J., and Hueso, A. (2012). Competencies in Higher Education: A Critical Analysis from the Capabilities Approach. Journal of Philosophy of Education, 46(1):132–147.
McCartney, R., Boustedt, J., Eckerdal, A., Sanders, K., Thomas, L., and Zander, C. (2016). Why Computing Students Learn on Their Own: Motivation for Self-Directed Learning of Computing. ACM Trans. Comput. Educ., 16(1).
Michaelis, J. E. and Weintrop, D. (2022). Interest Development Theory in Computing Education: A Framework and Toolkit for Researchers and Designers. ACM Trans. Comput. Educ., 22(4).
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4):633–653.
Nakajima, T. M., Karpicz, J. R., and Gutzwa, J. A. (2024). “Why Isn’t This Space More Inclusive?”: Marginalization of Racial Equity Work in Undergraduate Computing Departments. Journal of Diversity in Higher Education, 17(1):27–39.
Niles, I. and Pease, A. (2001). Towards a standard upper ontology. In Proceedings of the International Conference on Formal Ontology in Information Systems - Volume 2001, FOIS ’01, page 2–9, New York, NY, USA. Association for Computing Machinery.
Parker, M. C., Solomon, A., Pritchett, B., Illingworth, D. A., Marguilieux, L. E., and Guzdial, M. (2018). Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding. In Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER ’18, page 97–105, New York, NY, USA. Association for Computing Machinery.
Patterson, C., Crooks, D., and Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of nursing education, 41(1):25–31.
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3):223–231.
Qian, Y. and Lehman, J. (2017). Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review. ACM Trans. Comput. Educ., 18(1).
Roque Hernández, R. V., Guerra Moya, S. A., and Rico, F. C. C. (2021). Acceptance and Assessment in Student Pair-Programming: A Case Study. International Journal of Emerging Technologies in Learning (iJET), 16(09):pp. 4–19.
Şanlı, E. and Ersanli, K. (2021). The effects of psycho-education program based on logotherapy for the development of a healthy sense of identity in emerging adulthoods. Current Psychology, 40(9):4173–4188.
Santos, S. C., Reis, P. B. S., Reis, J. F. S., and Tavares, F. (2021). Two Decades of PBL in Teaching Computing: A Systematic Mapping Study. IEEE Transactions on Education, 64(3):233–244.
Saviani, D. (1994). Pedagogia Histórico-Crítica: Primeiras aproximações. Autores Associados, Campinas, 4 edition.
Sen, A. (1992). Inequality Reexamined. Oxford University Press, New York.
Shahin, M., Gonsalvez, C., Whittle, J., Chen, C., Li, L., and Xia, X. (2022). How secondary school girls perceive Computational Thinking practices through collaborative programming with the micro:bit. Journal of Systems and Software, 183:111107.
Sheffler, P., Rodriguez, T. M., Cheung, C. S., and Wu, R. (2022). Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan. Wiley Interdisciplinary Reviews: Cognitive Science, 13(2):e1585.
Skovsmose, O. (2006). Challenges for Mathematics Education Research. In New Mathematics Education Research and Practice, pages 33–50. Brill Sense.
Tolstoy, L. (1894). The Kingdom of God is within You: Christianity not as a mystic religion but as a new theory of life. Cassell Publishing Company. Online (web) version.
Tshukudu, E., Sentance, S., Adelakun-Adeyemo, O., Nyaringita, B., Quille, K., and Zhong, Z. (2023). Investigating K-12 Computing Education in Four African Countries (Botswana, Kenya, Nigeria, and Uganda). ACM Trans. Comput. Educ., 23(1).
Walker, M. (2006). Higher Education Pedagogies: A capabilities approach. Society for Research into Higher Education & Open University Press.
Walkington, H., Dyer, S., Solem, M., Haigh, M., and Waddington, S. (2018). A Capabilities Approach to Higher Education: Geocapabilities and implications for geography curricula. Journal of Geography in Higher Education, 42(1):7–24.
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. In Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering, EASE ’14, New York, NY, USA. Association for Computing Machinery.
Alexandre, G. H., dos Santos, S. C., Rodrigues, A. N., and Souza, P. B. (2018). Applying and Managing PBL-An Experience in Information Systems Education. In Proceedings of the 10th International Conference on Computer Supported Education Volume 1: CSEDU, pages 57–67.
Anderson, R. C. and Beach, P. (2022). Measure of Opportunity: Assessing equitable conditions to learn twenty-first century thinking skills. Learning Environments Research, 25(3):741–774.
Arawjo, I. and Mogos, A. (2021). Intercultural Computing Education: Toward Justice Across Difference. ACM Trans. Comput. Educ., 21(4).
Arksey, H. and O’Malley, L. (2005). Scoping Studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1):19–32.
Ben-Ari, M. (2001). Constructivism in Computer Science Education. Journal of Computers in Mathematics and Science Teaching, 20(1):45–73.
Biesta, G. (2018). Interrupting the politics of learning. In Contemporary theories of learning, pages 243–259. Routledge, New York, NY, USA, 2 edition.
Bispo Jr., E., Abranches, S., Carvalho, A. B., and Santos, S. (2022). “Fui contratado para ensinar Computação!”: Um olhar sobre a suposta neutralidade político-pedagógica do professor universitário de Computação no Brasil. In Anais do II Simpósio Brasileiro de Educação em Computação, pages 272–282, Porto Alegre, RS, Brasil. SBC.
Bispo Jr., E., Fonseca, L., and Santos, S. (2021a). Reflexões e Desafios sobre a Formação na Ética em Pesquisa na Computação envolvendo Humanos. In Anais do XXIX Workshop sobre Educação em Computação, pages 488–497, Porto Alegre, RS, Brasil. SBC.
Bispo Jr., E. L., dos Santos, S. C., and De Matos, M. V. A. B. (2024a). Equity Aspects from Adoption of Online Laboratories in Engineering Education, pages 241–255. Springer Nature Switzerland, Cham.
Bispo Jr., E. L., dos Santos, S. C., and De Matos, M. V. A. B. (2024b). Equity Issues Derived from Use of Large Language Models in Education. In Tomczyk, Ł., editor, New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations, pages 425–440. Springer Nature Switzerland.
Bispo Jr., E. L., Lopes, R. P., and Santos, S. C. (2021b). Peer Instruction in Computing Higher Education: A Case Study of a Logic in Computer Science Course in Brazilian Context. Revista Brasileira de Informática na Educação, 29:1403–1432.
Bodaker, L. and Rosenberg-Kima, R. B. (2023). Online pair-programming: elementary school children learning scratch together online. Journal of Research on Technology in Education, 55(5):799–816.
Booth, A., Sutton, A., and Papaioannou, D. (2016). Systematic Approaches to Successful Literature Review, chapter Taking a systematic approach to your literature review, pages 9–35. SAGE Publishers.
Brookfield, S. (1993). Self-Directed Learning, Political Clarity, and the Critical Practice of Adult Education. Adult Education Quarterly, 43(4):227–242.
Colomer, J., Serra, T., Gras, M. E., and Cañabate, D. (2021). Longitudinal Self-Directed Competence Development of University Students through Self-Reflection. Reflective Practice, 22(5):727–740.
de Saint-Exupéry, A. (1943). The Little Prince. G. K. Hall & Co.
Ellis, H. J. C. (2002). Andragogy in a web technologies course. SIGCSE Bull., 34(1):206–210.
Fletcher, C. L. and Warner, J. R. (2021). CAPE: A framework for assessing equity throughout the Computer Science Education ecosystem. Commun. ACM, 64(2):23–25.
Freire, P. (1996). Pedagogia da Autonomia: Saberes necessários à prática educativa, chapter Ensinar exige tomada consciente de decisões. Editora Paz e Terra, 25 edition.
Gardner, H. and Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8):4–10.
Gomes, K. and Matos, S. (2020). Detection of Programming Plagiarism in Computing Education: A Systematic Mapping Study. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 1633–1642, Porto Alegre, RS, Brasil. SBC.
Hall, S. (1992). The Question of Cultural Identity, pages 274–316. Politic Press / Open University.
Indriasari, T. D., Luxton-Reilly, A., and Denny, P. (2020). A review of peer code review in higher education. ACM Trans. Comput. Educ., 20(3).
Kim, K. A., Fann, A. J., and Misa-Escalante, K. O. (2011). Engaging Women in Computer Science and Engineering: Promising Practices for Promoting Gender Equity in Undergraduate Research Experiences. ACM Trans. Comput. Educ., 11(2).
Kitchenham, B., Brereton, P., and Budgen, D. (2010). The Educational Value of Mapping Studies of Software Engineering Literature. In Proceedings of the 32nd ACM/IEEE International Conference on Software Engineering - Volume 1, ICSE ’10, page 589–598, New York, NY, USA. Association for Computing Machinery.
Kitchenham, B. and Charters, S. (2007). Guidelines for performing systematic literature reviews in Software Engineering. Technical report, Keele University & University of Durham. EBSE-2007-01.
Kitchenham, B. A., Budgen, D., and Pearl Brereton, O. (2011). Using mapping studies as the basis for further research – A participant-observer case study. Information and Software Technology, 53(6):638–651. Special Section: Best papers from the APSEC.
Kumar, A. N., Raj, R. K., Aly, S. G., Anderson, M. D., Becker, B. A., Blumenthal, R. L., Eaton, E., Epstein, S. L., Goldweber, M., Jalote, P., Lea, D., Oudshoorn, M., Pias, M., Reiser, S., Servin, C., Simha, R., Winters, T., and Xiang, Q. (2023). Introduction to Competency Framework. Computer Science Curricula 2023 (CS2023), pages 41–46. The Joint Task Force on Computer Science Curricula.
Lai, X., Ye, J., and Wong, G. K. W. (2023). Effectiveness of collaboration in developing computational thinking skills: A systematic review of social cognitive factors. Journal of Computer Assisted Learning, 39(5):1418–1435.
Lewis, C. M. and Shah, N. (2015). How Equity and Inequity Can Emerge in Pair Programming. In Proceedings of the Eleventh Annual International Conference on International Computing Education Research, ICER ’15, page 41–50, New York, NY, USA. Association for Computing Machinery.
Lewis, C. M., Shah, N., and Falkner, K. (2019). Equity and diversity. In Fincher, S. A. and Robins, A. V., editors, The Cambridge Handbook of Computing Education Research, Cambridge Handbooks in Psychology, chapter 16, page 481–510. Cambridge University Press.
Love, C., Gresalfi, M., and Knowe, M. (2021). The Tragedy of Lost Ideas: Examining Epistemic Injustice in Pair Programming. In Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.
Lozano, J. F., Boni, A., Peris, J., and Hueso, A. (2012). Competencies in Higher Education: A Critical Analysis from the Capabilities Approach. Journal of Philosophy of Education, 46(1):132–147.
McCartney, R., Boustedt, J., Eckerdal, A., Sanders, K., Thomas, L., and Zander, C. (2016). Why Computing Students Learn on Their Own: Motivation for Self-Directed Learning of Computing. ACM Trans. Comput. Educ., 16(1).
Michaelis, J. E. and Weintrop, D. (2022). Interest Development Theory in Computing Education: A Framework and Toolkit for Researchers and Designers. ACM Trans. Comput. Educ., 22(4).
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4):633–653.
Nakajima, T. M., Karpicz, J. R., and Gutzwa, J. A. (2024). “Why Isn’t This Space More Inclusive?”: Marginalization of Racial Equity Work in Undergraduate Computing Departments. Journal of Diversity in Higher Education, 17(1):27–39.
Niles, I. and Pease, A. (2001). Towards a standard upper ontology. In Proceedings of the International Conference on Formal Ontology in Information Systems - Volume 2001, FOIS ’01, page 2–9, New York, NY, USA. Association for Computing Machinery.
Parker, M. C., Solomon, A., Pritchett, B., Illingworth, D. A., Marguilieux, L. E., and Guzdial, M. (2018). Socioeconomic Status and Computer Science Achievement: Spatial Ability as a Mediating Variable in a Novel Model of Understanding. In Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER ’18, page 97–105, New York, NY, USA. Association for Computing Machinery.
Patterson, C., Crooks, D., and Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of nursing education, 41(1):25–31.
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3):223–231.
Qian, Y. and Lehman, J. (2017). Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review. ACM Trans. Comput. Educ., 18(1).
Roque Hernández, R. V., Guerra Moya, S. A., and Rico, F. C. C. (2021). Acceptance and Assessment in Student Pair-Programming: A Case Study. International Journal of Emerging Technologies in Learning (iJET), 16(09):pp. 4–19.
Şanlı, E. and Ersanli, K. (2021). The effects of psycho-education program based on logotherapy for the development of a healthy sense of identity in emerging adulthoods. Current Psychology, 40(9):4173–4188.
Santos, S. C., Reis, P. B. S., Reis, J. F. S., and Tavares, F. (2021). Two Decades of PBL in Teaching Computing: A Systematic Mapping Study. IEEE Transactions on Education, 64(3):233–244.
Saviani, D. (1994). Pedagogia Histórico-Crítica: Primeiras aproximações. Autores Associados, Campinas, 4 edition.
Sen, A. (1992). Inequality Reexamined. Oxford University Press, New York.
Shahin, M., Gonsalvez, C., Whittle, J., Chen, C., Li, L., and Xia, X. (2022). How secondary school girls perceive Computational Thinking practices through collaborative programming with the micro:bit. Journal of Systems and Software, 183:111107.
Sheffler, P., Rodriguez, T. M., Cheung, C. S., and Wu, R. (2022). Cognitive and metacognitive, motivational, and resource considerations for learning new skills across the lifespan. Wiley Interdisciplinary Reviews: Cognitive Science, 13(2):e1585.
Skovsmose, O. (2006). Challenges for Mathematics Education Research. In New Mathematics Education Research and Practice, pages 33–50. Brill Sense.
Tolstoy, L. (1894). The Kingdom of God is within You: Christianity not as a mystic religion but as a new theory of life. Cassell Publishing Company. Online (web) version.
Tshukudu, E., Sentance, S., Adelakun-Adeyemo, O., Nyaringita, B., Quille, K., and Zhong, Z. (2023). Investigating K-12 Computing Education in Four African Countries (Botswana, Kenya, Nigeria, and Uganda). ACM Trans. Comput. Educ., 23(1).
Walker, M. (2006). Higher Education Pedagogies: A capabilities approach. Society for Research into Higher Education & Open University Press.
Walkington, H., Dyer, S., Solem, M., Haigh, M., and Waddington, S. (2018). A Capabilities Approach to Higher Education: Geocapabilities and implications for geography curricula. Journal of Geography in Higher Education, 42(1):7–24.
Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. In Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering, EASE ’14, New York, NY, USA. Association for Computing Machinery.
Publicado
19/05/2025
Como Citar
BISPO JR., Esdras L.; SANTOS, Simone C. dos; MATOS, Marcus V. A. B. De.
Sociotechnical Vision of Education in Information Systems: Equity and Self-Directed Learning from the Global South. In: CONCURSO DE TESES, DISSERTAÇÕES E TCCS EM SISTEMAS DE INFORMAÇÃO - SIMPÓSIO BRASILEIRO DE SISTEMAS DE INFORMAÇÃO (SBSI), 21. , 2025, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 52-67.
DOI: https://doi.org/10.5753/sbsi_estendido.2025.246768.
