Uma proposta de ciclos formativos em educomunicação baseados na práxis fedathiana: o case do CRID

• Ano de defesa: 2019
• Autor(a) principal: Santana, Ana Carmen de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Sequência Fedathi; Educomunicação
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/49097

This research starts from the teaching experience in the project entitled “Centros Rurais de Inclusão Digital- CRID: a proposal of rural digital communities”, in which an action- research was conducted based on the Theory of Complexity, Multi-referentiality and Bricolage. The research question asks: what is the contribution of the Fedathi Sequence to a fedathian praxis based on the formative cycles in educommunicative ecosystems? The general objective was to understand the fedathian praxis situated in the educommunicative ecosystem engendered throughout the formative processes, highlighting the contributions of this path to the formation of the scholarship researchers, in the light of the Fedathi Sequence. The specific objectives were to: analyze the contributions of the practices and reflections made in the research context to the formation of the scholarship holders; identify the communicative, pedagogical, didactic, curricular, and methodological approach of the educommunicative ecosystem in light of fedathian praxis in the CRID; and, show the formative cycles as an educommunicative proposal based on the fedathian praxis of the subjects and their underlying conceptions. In the methodology, primary and secondary data are analyzed from reflections of 14 scholarship holders, elaborating planning, training and monitoring reports of activities, field notes and scientific articles, produced from 2015 to 2018. The research findings allowed: reflection on the work done in three peasant communities; analysis of the principles of sustainability in the Social-Digital Inclusion project and the working groups (manager training, digital inclusion, educational informatics, telecommuting and web communication); description of the cycles in educommunication (internal training, awareness, mass hands, CRID in the networks); culminating in a proposal of formative cycles with description of their preparation stages (audience selection, organizational nature, plateau, curriculum and educommunicative practices), application (hand in pocket pedagogy, black box situations, situational gambiarras, scientific generalizations and fedathi sequence methodology) and validation. What we can see is that in order to conceive an education that contemplates the teaching-research triad and extension in Postmodernity we should consider the following categories: educommunicational rationality; didactic transformation; fedathian praxis, academic creativity; political and pedagogical commitment; scientific poeticity; ethnocultural permeability; and emancipatory praxis.