Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado

Autores

  • Jário Santos Universidade de São Paulo
  • Kamila Benevides Universidade Federal de Alagoas
  • Ester Andrade Universidade Federal de Alagoas
  • João Nascimento Universidade Federal de Alagoas
  • Kelly Silva Universidade Federal de Alagoas
  • Ig Bittencourt Universidade Federal de Alagoas
  • Marcos Pereira Universidade Federal da Bahia
  • Sheyla Fernandes Universidade Federal de Alagoas
  • Cristiana Carina BLD Bittencourt Universidade Federal de Alagoas
  • Seiji Isotani Universidade de São Paulo

DOI:

https://doi.org/10.5753/rbie.2022.2293

Palavras-chave:

Tecnologias educacionais, Estereótipos, Ameaça de estereótipos, Desempenho, Aprendizagem

Resumo

No Brasil, a modalidade de educação online tornou-se mais presente nas instituições de ensino superior. Para atender toda a demanda proporcionada por essa mudança de paradigma, tecnologias educacionais surgem como mediadoras para realização da aprendizagem. Por meio disso, diversos benefícios atrelados com as tecnologias educacionais fazem com o que as tecnologias sejam uma medida fundamental para proporcionar a educação, reforçando ainda mais o processo de ensino-aprendizagem: forma de ensinar e aprender, principalmente no cenário pandêmico gerado pelo Covid-19. Entretanto, algumas tecnologias educacionais possuem limitações em seu Design, desconsiderando atributos que podem ser utilizados para uma construção adequada de tecnologias educacionais, de forma que torne a tecnologia mais personalizada, como: (i) idade; (ii) gênero; (iii) motivações; e, por fim, (iv) perfil e categorias de estudantes. As desigualdades decorrentes da limitação atual na construção das tecnologias educacionais existentes, são objetos de estudo de uma área emergente na literatura denominada Ameaça de Estereótipo. O objetivo deste trabalho é apresentar e discutir desafios presentes no desenvolvimento de tecnologias educacionais, bem como discutir a luz da literatura os problemas associados a estereotipação destas tecnologias desde sua elaboração à sua utilização pelo público-alvo, tendo em vista as possibilidades de produção de vieses e desigualdades que podem prejudicar grupos específicos, e minoritários, de estudantes.Concluímos que a temática relacionada as Tecnologias Educacionais Estereotipadas é uma área diversificada e precisa ser melhor explorada tendo em vista os benefícios que podem advir da melhora dos ambientes educacionais virtuais gamificados.

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2022-05-09

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SANTOS, J.; BENEVIDES, K.; ANDRADE, E.; NASCIMENTO, J.; SILVA, K.; BITTENCOURT, I.; PEREIRA, M.; FERNANDES, S.; BITTENCOURT, C. C. B.; ISOTANI, S. Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado. Revista Brasileira de Informática na Educação, [S. l.], v. 30, p. 73–107, 2022. DOI: 10.5753/rbie.2022.2293. Disponível em: https://sol.sbc.org.br/journals/index.php/rbie/article/view/2293. Acesso em: 23 abr. 2024.

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