A personalidade comunicativa do estudante de sociologia na aprendizagem do discurso pandêmico

Autores

DOI:

https://doi.org/10.22633/rpge.v25i3.15925

Palavras-chave:

Competência comunicativa, Educação à distância, Educação digital

Resumo

O artigo estuda a transformação da personalidade comunicativa em termos de digitalização do espaço de aprendizagem e formação dos principais componentes da competência comunicativa dos alunos de sociologia na transição para o ensino a distância durante a pandemia COVID-19. A análise de uma personalidade comunicativa é realizada. Entrevistas em profundidade e entrevistas em grupo foram utilizadas como métodos de coleta de dados. Os entrevistados são alunos da Faculdade de Sociologia da MSU que frequentaram os seus cursos de graduação a tempo inteiro e à distância. O guia de entrevista é representado por perguntas que correspondem a parâmetros individuais da personalidade comunicativa. O método de análise de dados empíricos é a codificação axial. Revelou-se a especificidade das características individuais da personalidade comunicativa dos alunos, aprendendo à distância a profissão de sociólogo. O artigo destaca a motivação para o ingresso no processo comunicativo educacional, a ausência de influência direta do aspecto cognitivo no novo formato de educação e a transformação do componente ético da personalidade comunicativa.

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Biografia do Autor

Irina Chudnovskaya, Moscow State University (MSU), Moscow – Russia

Associate Professor of the Faculty of Sociology. Candidate of Philological Sciences.

Irina Bukhtiyarova, Moscow State University (MSU), Moscow – Russia

Senior Lecturer of the Faculty of Sociology. Candidate of Pedagogical Sciences.

Maria Lipatova, Moscow State University (MSU), Moscow – Russia

Junior Research Fellow of the Faculty of Sociology.

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Publicado

08/12/2021

Como Citar

CHUDNOVSKAYA, I.; BUKHTIYAROVA, I.; LIPATOVA, M. A personalidade comunicativa do estudante de sociologia na aprendizagem do discurso pandêmico. Revista on line de Política e Gestão Educacional, Araraquara, v. 25, n. 3, p. 2361–2378, 2021. DOI: 10.22633/rpge.v25i3.15925. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/15925. Acesso em: 24 maio. 2022.