Revisão da produção científica sobre Storytelling mediado por tecnologia entre 2019 e 2022 através do SCOPUS
DOI:
https://doi.org/10.1590/1983-3652.2024.51392Palavras-chave:
Ciencias sociales, Tecnologías, Educación, Narración oral, Estudio bibliométricoResumo
O poder da narração de histórias tornou-se uma técnica eficaz e essencial para a transmissão de conhecimentos na Educação. Este artigo apresenta uma revisão de publicações científicas indexadas que apoiam o uso didático de histórias mediadas por tecnologia. A linha do tempo selecionada é de 2019 a 2022. Para esta revisão, foi aplicado um algoritmo de busca baseado em critérios específicos, que apoiou a realização de uma revisão da base de dados SCOPUS. Os dados obtidos foram interpretados a partir de uma perspetiva quantitativa. Em seguida, foi feito um estudo qualitativo através de uma análise e interpretação dos contributos de cada um dos artigos. Evidencia-se um aumento anual e progressivo da produção científica, embora também se observe uma parada em 2020. São também identificados os autores, os trabalhos de investigação e as instituições com maiores contributos nesse domínio. Quanto à análise de conteúdo, em primeiro lugar, podemos destacar um interesse crescente da comunidade educativa na necessidade de construir narrativas que contribuam para melhorar as metodologias ativas na sala de aula, bem como a integração destas em ambientes tecnológicos. Como resultado dessa tendência, identificamos o surgimento do uso de termos como ”Narrativa Transmídia”, ”Ambientes Inteligentes de Aprendizagem” e ”Realidade Aumentada”, que estão proliferando e abrindo novas vias de pesquisa. Outra tendência destacável pode ser enquadrada no âmbito ambiental, com numerosos estudos que buscam reinventar narrativas para consciencializar sobre a necessidade de combater as mudanças climáticas. Por fim, também detectamos uma ampla utilização das narrativas para melhorar processos médicos e terapêuticos, especialmente aplicados à formação de novos profissionais.
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