2021

Institution: State University of Bahia – UNEB

She holds a Bachelor’s degree in Pedagogy (1989) from the Catholic University of Salvador, a Master’s degree (2002) in Media and Knowledge from the Federal University of Santa Catarina, and a PhD (2013) in Knowledge Dissemination from the Multi-Institutional and Multidisciplinary Program in Knowledge Dissemination – DMMDC (UFBA/UNEB/IFBA/UEFS/SENAI/LNCC). She completed her postdoctoral research in December 2021 at the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEduc), in the research line of Contemporary Studies and Educational Practices, at the Federal Rural University of Rio de Janeiro (UFRRJ). She is a Full Professor at the State University of Bahia – UNEB, with a permanent position since February 1996, having carried out various teaching, research, and extension activities, as well as university management, including serving as Institutional Coordinator of the Open University of Brazil – UAB and as Vice-Rector of Undergraduate Teaching (02/2015 to 02/2018). She has been a faculty member of the Professional Master’s Program in Management and Technologies Applied to Education – GESTEC/UNEB since February 2014, in the area of Technological Processes and Social Networks. In December 2018, she was also accredited as a faculty member of the Graduate Program in Knowledge Dissemination – PPGDC (UFBA/UNEB/IFBA/UEFS/SENAI/LNCC), linked to the line “Construction of Knowledge: Cognition, Languages, and Information”. She has experience in the area of Education as a teacher, coordinator, consultant, evaluator, and manager in various institutions, having worked in municipal and state public education, as well as holding various pedagogical and technical positions in Basic Education prior to joining the State University of Bahia / UNEB. As a researcher, her areas of interest include ICTs and Education: mediation and pedagogical practices; online education; Construction and Dissemination of Knowledge, with a focus on Cognition.

Research Line in which she participated at PPGEDUC:

Line 1: Contemporary Studies and Educational Practices
Postdoctoral Supervisor:
Edméa Oliveira dos Santos
Postdoctoral Research Project:
Teacher Self-formation for Mediation via Digital Interfaces – Co-creation Experiences in Networked Environments in the Context of Physical Distancing Imposed by the COVID-19 Pandemic
Period: (06/01/2021 to 12/31/2021)

The contemporary experience of cyberculture and global network connectivity, combined with the diversity of technological artifacts and online environments with various functions, characterizes a society where the individual and technology are intertwined, such that the actions of individuals in and for society occur with and through technologies. The contemporary context is strongly characterized by the interweaving of human processes in their different dimensions (social, technical, political, symbolic, etc.) with mediation by Digital Technologies connected in Networks – DTNs. The accelerated communication flow and daily demands for access to DTNs for basic social interaction and even citizenship have shaped and crosscut the experiences of individuals, altering their ways of interacting with knowledge (SALES, 2020). The COVID-19 pandemic and its implications, especially social distancing, generated new and more complex demands for the use of DTNs in various situations, including formal educational processes (PRETTO; BONILLA; SENA, 2020). In a context of a lack of specific teacher training, without regulations that adequately address or guide actions, with a severe deficit in technological infrastructure and unsatisfactory web access conditions for both students and teachers, educational institutions have sought to develop training actions in various formats. Given this context, the present research seeks to answer the following questions: What assumptions have guided the pedagogical practices implemented in higher education in remote format? How have teachers cognitively operated with this situation and what competencies have been required to develop? What are the possible outcomes of this experience for future designs of pedagogical use of DTNs? With conceptual categories such as Pedagogical Practices with Technological Mediation (KENSKI, 2020; SANTANA, 2019), Online Teaching (SANTOS, 2019), and Teacher Training (Nóvoa, 2020), this research involves listening to higher education teachers at DCHT XIX (Camaçari) through various data collection instruments, as well as analyzing the records of production generated in (self)training and collaborative training actions developed remotely and in diverse formats (alternating synchronous and asynchronous activities, workshops, discussion circles, etc.), structured around the theme of Pedagogical Mediation in formative processes using Technologies.