Resumo

MOREIRA, José António  e  SANTOS, Edméa Oliveira dos. Pedagogy 2.0 within the social web and its impact on the self-concept of postgraduate students. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2015, vol.24, n.44, pp.83-95. ISSN 0104-7043.  https://doi.org/10.2015/jul.dez.v24n44.007.

The vertiginous evolution of information and communication technologies (ICT) and the advent of the Internet propitiated the emergence of a networked society marked by deep changes in the economy, stimulating the emergence of new paradigms, models, educational communication processes and new learning scenarios. It is precisely one of these pedagogical scenarios within the social web that we intend to analyze, describing its impact on the academic self-concept of twenty-nine graduate students, based on the qualitative analysis of their own perceptions and narratives, and using as a reference point the Open University Virtual Pedagogical Model. The results show that these online environments - whose design is anchored in the principles of constructivism, autonomy, flexibility and interaction - may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, Task Orientation, Self-Confidence in their own capabilities and Relationships with peers. The implications of the results are discussed not only from the point of view of practical intervention, but also in terms of future research.

Palavras-chave : Academic Self-Concept; Pedagogy 2.0; Social Web.

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