cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14283023
title: Teachers digital competences in Digcomp-based university environments

description: ABSTRACT This article discusses a proposal to adapt the descriptors suggested by the European Union through DigComp for the areas of information and communication skills for university professors. The study was carried out thanks to the feedback received from different courses offered in the form of NOOC (Nano-Open Massive Courses) in different editions in 2016 and 2017. The data were obtained from diagnostic tests performed at the beginning and at the end of each course by the user, from their own observation. One of the most relevant conclusions of the study was that it had more students in basic level courses, followed by advanced and intermediate. The study presented here focuses, among other things, on trying to find the reasons why this occurred, showing an overview of the degree of digital competence that these teachers have. This will allow us to continue adapting and updating the mentioned descriptors to current needs. It is noteworthy that the results may have been influenced by the Covid-19 crisis; which forced the digitalization of classroom teaching activities in a short period.
DOI: 10.6084/m9.figshare.14283024
title: Teacher’s narratives in networks: the Basic Education teachers journey,

description: ABSTRACT The digital culture favors communication and the integration of different contexts, promoting changes in the relationship between society and digital technologies. The objective of this article was to analyze the journey taken by teachers from public Basic Education, in the construction of digital narratives on blogs, pages with their own domain and social networks. The methodology of this study was qualitative in nature, from the perspective of Cultural Studies, based on authors such as Castells (2017), Jenkins (2008), Bruner (2008), Paul (2014) and Recuero (2016). The data was collected through interviews conducted virtually or in person, and the authors created categories of analysis that emerged from the theory and data collected. The research subjects were 60 teachers from the public network of Basic Education, who produced and shared content focused on education on the networks. As a result, we found that the teachers interviewed were surprised, initially, with the answers obtained by the narratives created in their digital spaces. The teachers narrated that they did not always receive support in the actions carried out within the schools, but that they felt connected to other people and welcomed by them, going beyond the walls of the schools. In this sense, the teachers realized the capacity of influence that they exercised in the networks.
DOI: 10.6084/m9.figshare.14283024.v1
title: Teacher’s narratives in networks: the Basic Education teachers journey,

description: ABSTRACT The digital culture favors communication and the integration of different contexts, promoting changes in the relationship between society and digital technologies. The objective of this article was to analyze the journey taken by teachers from public Basic Education, in the construction of digital narratives on blogs, pages with their own domain and social networks. The methodology of this study was qualitative in nature, from the perspective of Cultural Studies, based on authors such as Castells (2017), Jenkins (2008), Bruner (2008), Paul (2014) and Recuero (2016). The data was collected through interviews conducted virtually or in person, and the authors created categories of analysis that emerged from the theory and data collected. The research subjects were 60 teachers from the public network of Basic Education, who produced and shared content focused on education on the networks. As a result, we found that the teachers interviewed were surprised, initially, with the answers obtained by the narratives created in their digital spaces. The teachers narrated that they did not always receive support in the actions carried out within the schools, but that they felt connected to other people and welcomed by them, going beyond the walls of the schools. In this sense, the teachers realized the capacity of influence that they exercised in the networks.
DOI: 10.6084/m9.figshare.14283023.v1
title: Teachers digital competences in Digcomp-based university environments

description: ABSTRACT This article discusses a proposal to adapt the descriptors suggested by the European Union through DigComp for the areas of information and communication skills for university professors. The study was carried out thanks to the feedback received from different courses offered in the form of NOOC (Nano-Open Massive Courses) in different editions in 2016 and 2017. The data were obtained from diagnostic tests performed at the beginning and at the end of each course by the user, from their own observation. One of the most relevant conclusions of the study was that it had more students in basic level courses, followed by advanced and intermediate. The study presented here focuses, among other things, on trying to find the reasons why this occurred, showing an overview of the degree of digital competence that these teachers have. This will allow us to continue adapting and updating the mentioned descriptors to current needs. It is noteworthy that the results may have been influenced by the Covid-19 crisis; which forced the digitalization of classroom teaching activities in a short period.
DOI: 10.22008/fk2/oiajvo/3kcktw
title: snow_specific_area.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283021
title: Digital Technologies of Information and Communication and the Social Hierarchy of Objects in the field of Education: empirical tests

description: ABSTRACT This article reports an empirical investigation on scientific production in Education using bibliometric and scientometric data, which were analyzed based on concepts created by Pierre Bourdieu for the sociology of science, relying on a historical and philosophical framework. Using metadata from more than 6000 theses presented between 1996 and 2016 in graduate education programs in Brazil with scores of five and above, the Social Hierarchy of Objects in the field of Education was mapped. We also tried to test empirically the statement about research in Education that there was a loss of the object of research in this field in postmodernity and the importance in terms of scientific capital of Digital Information and Communication Technologies (DICT). The data indicated that the hierarchy of objects is very fragmented, but with a core that concentrates a lot of scientific capital and this concentration grew with the field, which can be explained by the high degree of heteronomy in the field and post-modern phenomena. However, it was possible to map that there are objects that bring more return of scientific capital to the agents of the field: the teacher and their education. Therefore, there was no loss of the object. It was also possible to observe that words related to digital technologies grew and became part of the core in the hierarchy of objects, in the field, at the beginning of the 21st century. Digital technologies are part of the core of the Social Hierarchy of Objects in the field of Education, mainly related to Distance Education.
DOI: 10.6084/m9.figshare.14283021.v1
title: Digital Technologies of Information and Communication and the Social Hierarchy of Objects in the field of Education: empirical tests

description: ABSTRACT This article reports an empirical investigation on scientific production in Education using bibliometric and scientometric data, which were analyzed based on concepts created by Pierre Bourdieu for the sociology of science, relying on a historical and philosophical framework. Using metadata from more than 6000 theses presented between 1996 and 2016 in graduate education programs in Brazil with scores of five and above, the Social Hierarchy of Objects in the field of Education was mapped. We also tried to test empirically the statement about research in Education that there was a loss of the object of research in this field in postmodernity and the importance in terms of scientific capital of Digital Information and Communication Technologies (DICT). The data indicated that the hierarchy of objects is very fragmented, but with a core that concentrates a lot of scientific capital and this concentration grew with the field, which can be explained by the high degree of heteronomy in the field and post-modern phenomena. However, it was possible to map that there are objects that bring more return of scientific capital to the agents of the field: the teacher and their education. Therefore, there was no loss of the object. It was also possible to observe that words related to digital technologies grew and became part of the core in the hierarchy of objects, in the field, at the beginning of the 21st century. Digital technologies are part of the core of the Social Hierarchy of Objects in the field of Education, mainly related to Distance Education.
DOI: 10.6084/m9.figshare.14283027
title: From in-person to virtual class, a model for using online training in the time of Covid-19

description: ABSTRACT Academic virtual training is slowly gaining ground in Higher Education, but the arrival of Covid-19 has accelerated this process. Undoubtedly, current times are a great opportunity to innovate and bring virtual training closer to educational communities, but it is necessary to do it properly, otherwise, the outcome can be unexpected and, in the critical view of students, it would invalidate this training modality. This article presents a model of how to face virtual training in times of crisis, how to move from a presencial classroom to a virtual one, integrating the potential that digital technologies provide us to generate environments that promote quality learning in students.
DOI: 10.6084/m9.figshare.14283027.v1
title: From in-person to virtual class, a model for using online training in the time of Covid-19

description: ABSTRACT Academic virtual training is slowly gaining ground in Higher Education, but the arrival of Covid-19 has accelerated this process. Undoubtedly, current times are a great opportunity to innovate and bring virtual training closer to educational communities, but it is necessary to do it properly, otherwise, the outcome can be unexpected and, in the critical view of students, it would invalidate this training modality. This article presents a model of how to face virtual training in times of crisis, how to move from a presencial classroom to a virtual one, integrating the potential that digital technologies provide us to generate environments that promote quality learning in students.
DOI: 10.6084/m9.figshare.14283030.v1
title: Disputes over the character of public education in Uruguay: from latent privatization to imposed privatization

description: ABSTRACT The article addresses, from a perspective linked to the political analysis of discourse, the processes of educational privatization in processes in Uruguay in the last decade. Analysis of documentary materials shows how during the left-center governments of the Frente Amplio (2005 - 2019), conditions were created for a fledgling privatization. It is analyzed that a first step taken by the pro-privatization sectors was to generate in public opinion a strongly critical view of the Uruguayan public education. These sectors, made up of entrepreneurial, political and academic actors, used the "special donations" modality to finance educational projects defined as "privately run public educational projects”. These educational projects were presented as alternatives to public education. Through the analyzed information, it is shown how these initiatives have gained space in Uruguayan citizens. Finally, this initiative is presented as being taken up and deepened by the right-wing government installed on March 1, 2020. The need to continue deepening research on these issues is left open in order to better understand the ongoing processes.
DOI: 10.6084/m9.figshare.14283030
title: Disputes over the character of public education in Uruguay: from latent privatization to imposed privatization

description: ABSTRACT The article addresses, from a perspective linked to the political analysis of discourse, the processes of educational privatization in processes in Uruguay in the last decade. Analysis of documentary materials shows how during the left-center governments of the Frente Amplio (2005 - 2019), conditions were created for a fledgling privatization. It is analyzed that a first step taken by the pro-privatization sectors was to generate in public opinion a strongly critical view of the Uruguayan public education. These sectors, made up of entrepreneurial, political and academic actors, used the "special donations" modality to finance educational projects defined as "privately run public educational projects”. These educational projects were presented as alternatives to public education. Through the analyzed information, it is shown how these initiatives have gained space in Uruguayan citizens. Finally, this initiative is presented as being taken up and deepened by the right-wing government installed on March 1, 2020. The need to continue deepening research on these issues is left open in order to better understand the ongoing processes.
DOI: 10.6084/m9.figshare.14283033
title: Venezuelan education in times of war

description: ABSTRACT This essay characterizes in a general way the unilateral and coercive actions against Venezuela, promoted in these last two decades by the governments of the United States (USA) and its impact on social public policies, specifically educational ones. Emphasis is placed on this descriptive - analytical effort, on the measures taken by the Obama - Trump administration, the effects of which have been devastating for the country's economy, with clear consequences on the daily life of the Venezuelan people. The purpose of such actions of war, inscribed in the political doctrine of "regime change", has been to create disaffection and rejection of society towards the country's political leadership and the Bolivarian political project, to facilitate the aforementioned agenda. The U.S. government He has used the complicity of the Organization of American States (OAS), as well as the conspiracy of governments of countries in the region gathered in the self-proclaimed "Lima Group" poster, whose characteristic features are their obedience and submission to political-ideological guidelines of the ultraconservative sectors of the USA in power and its corporate allies outside it. Hence, some features of the social policy of the Bolivarian Revolution are glimpsed, emphasizing educational policy in times of deepening of the class struggle whose expression is the hybridization of the war against the Bolivarian project.
DOI: 10.22008/fk2/oiajvo/1aqdjm
title: al.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283035
title: Think tanks, networks and business performance in education

description: ABSTRACT This study focuses on the analysis of the performance of pro-market think tanks in the educational area in Latin America. It is essential for the academy to pay attention to the movement carried out by institutions that intend to define the direction of education in such a diverse region of the planet and with so many weaknesses yet to be faced in the training of students. With the purpose of investigating who they are and how they operate, this study discusses the role of pro-market think tanks and analyzes the Latin American Network of Civil Society Organizations for Education and its articulation with the business community and international organizations. Education is an area that has received the most attention from these organizations in recent decades, intensifying private interests in the conduct of Latin American educational policy.
DOI: 10.6084/m9.figshare.14283035.v1
title: Think tanks, networks and business performance in education

description: ABSTRACT This study focuses on the analysis of the performance of pro-market think tanks in the educational area in Latin America. It is essential for the academy to pay attention to the movement carried out by institutions that intend to define the direction of education in such a diverse region of the planet and with so many weaknesses yet to be faced in the training of students. With the purpose of investigating who they are and how they operate, this study discusses the role of pro-market think tanks and analyzes the Latin American Network of Civil Society Organizations for Education and its articulation with the business community and international organizations. Education is an area that has received the most attention from these organizations in recent decades, intensifying private interests in the conduct of Latin American educational policy.
DOI: 10.6084/m9.figshare.14283036
title: Cyberfeminism and Critical Multiliteracies in Cyberculture

description: ABSTRACT This article aims to understand how the role of cyberactivist women in combating discursive violence practiced by men in social networks can mobilize critical cyberculture multiliteracies and contribute to feminist training processes at the university. The study, supported by the theoretical framework of the social perspective and a critical approach to multiliteracies, dialogues with cyberfeminism and violence through the use of language, analyzing an activist practice and its worldwide repercussion, broadcast in videos on the social network YouTube and expressed in the speech of politicians and cultural practitioners of interaction. The historical processes of worsening political and ideological conflicts related to the patriarchal and sexist legacy are reflected in public and social spaces and also in cyberspace, materialized in violence through the use of language in social networks and in the practices of cyberactivists who struggle, resist and mark their social place, pointing out the potential of these experiences in the development of critical knowledge for the social and political formation of other women against this form of oppression.
DOI: 10.6084/m9.figshare.14283033.v1
title: Venezuelan education in times of war

description: ABSTRACT This essay characterizes in a general way the unilateral and coercive actions against Venezuela, promoted in these last two decades by the governments of the United States (USA) and its impact on social public policies, specifically educational ones. Emphasis is placed on this descriptive - analytical effort, on the measures taken by the Obama - Trump administration, the effects of which have been devastating for the country's economy, with clear consequences on the daily life of the Venezuelan people. The purpose of such actions of war, inscribed in the political doctrine of "regime change", has been to create disaffection and rejection of society towards the country's political leadership and the Bolivarian political project, to facilitate the aforementioned agenda. The U.S. government He has used the complicity of the Organization of American States (OAS), as well as the conspiracy of governments of countries in the region gathered in the self-proclaimed "Lima Group" poster, whose characteristic features are their obedience and submission to political-ideological guidelines of the ultraconservative sectors of the USA in power and its corporate allies outside it. Hence, some features of the social policy of the Bolivarian Revolution are glimpsed, emphasizing educational policy in times of deepening of the class struggle whose expression is the hybridization of the war against the Bolivarian project.
DOI: 10.6084/m9.figshare.14283039
title: “Educação já!” And the federative governance: the new Todos pela Educação social movement investment in defining Brazil's National Education System

description: ABSTRACT This paper presents, as a central objective, an analysis of the “Educação Já!” program, launched by Todos pela Educação Social Movement in 2018 as their most recent instrument of incidence for define and articulate policies that are crucial to Brazil’s National Education System settlement, such as finances, the federative pact, the collaboration regime, teacher’s academic training policies, the curriculum, the evaluation and the public Management. The theoretical basis used is from Antonio Gramsci and David Harvey’s contributions, when discussing the reconfiguration of capital and the construction of consents, legitimizing positions of power. The methodology starts from the documental analysis, with a survey of sources related to the “Educação Já!” proposal of formulation. The final considerations points out that Todos pela Educação has been elaborating a project of privatization of the education, making use of the articulation between educational basis, teaching, evaluation and accountability, under a regulation proposal that incorporates the Brazil’s National Education System to the corporate world rationality.
DOI: 10.6084/m9.figshare.14283039.v1
title: “Educação já!” And the federative governance: the new Todos pela Educação social movement investment in defining Brazil's National Education System

description: ABSTRACT This paper presents, as a central objective, an analysis of the “Educação Já!” program, launched by Todos pela Educação Social Movement in 2018 as their most recent instrument of incidence for define and articulate policies that are crucial to Brazil’s National Education System settlement, such as finances, the federative pact, the collaboration regime, teacher’s academic training policies, the curriculum, the evaluation and the public Management. The theoretical basis used is from Antonio Gramsci and David Harvey’s contributions, when discussing the reconfiguration of capital and the construction of consents, legitimizing positions of power. The methodology starts from the documental analysis, with a survey of sources related to the “Educação Já!” proposal of formulation. The final considerations points out that Todos pela Educação has been elaborating a project of privatization of the education, making use of the articulation between educational basis, teaching, evaluation and accountability, under a regulation proposal that incorporates the Brazil’s National Education System to the corporate world rationality.
DOI: 10.22008/fk2/oiajvo/0qqhl0
title: albedo_bb_planar_sw.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283041.v1
title: Didactics of History in Higher Education, enriched with audiovisual technologies and its impact on the promotion of self-concept of competence

description: ABSTRACT Throughout this century and as a result, above all, of the changes that have taken place in society, which is increasingly immersed in a culture and digital network reality, it has become increasingly necessary to rethink the teaching and learning processes. Educational institutions, namely in Higher Education, face the challenge not only of creating learning scenarios that promote the acquisition of knowledge but also of scenarios for the development of skills. In this sense, the use of cinema in Higher Education can assert itself as a very adequate strategy to revitalize the educational experience, and it is precisely the creation of pedagogical scenarios enriched with the presence of cinema and its language that we intend to analyze, describing its impact on the self-concept of competence of twenty undergraduate students, based on the qualitative analysis of their perceptions and narratives. The results show that the design of the environment, anchored in this model and in the use of audiovisual technologies, can have very positive effects on the self-concept of competence of undergraduate students, in terms of the different dimensions considered: Cognitive, Social, and Creativity. The implications of the results found are discussed, both from practical intervention and in terms of future investigations.