História da Educação e Fontes Digitais: a produção em linhas de História da Educação dos PPGS no Nordeste.

Abstract

This research, inserted in the line of History of Education, Memory and Society, of the Graduate Program in Education of the Federal University of Grande Dourados, aims to analyze the impact and transformation in the use of digital and digitized sources in theses and dissertations of Graduate Programs in Education (PPGEdu) in the Northeast Region of Brazil, specifically in the lines of History of Education (UFPB, UFPI and UFS), in the period from 2006 to 2023. The time frame begins in 2006, a year marked by the expansion of broadband internet in Brazil and by CAPES Ordinance No. 13/2006, which established the mandatory digital submission of theses and dissertations, milestones that consolidated the digital culture in academic production and dissemination. The delimitation extends until 2023, covering the most recent and contemporary inclusion of the analysis. The general objective of the study was to analyze the transformations and continuities in academic production in the History of Education resulting from the incorporation of digital or digitized sources in the three Graduate Programs in Education in the Northeast Region, in the period from 2006 to 2023. To this end, the research was developed from the following specific objectives: (1) To contextualize the use of new technologies in research in the History of Education; (2) To identify the Graduate Programs in Education in the Northeast with lines of research in the History of Education; (3) Select and analyze the theses and dissertations produced in these programs using the sources; and (4) To propose guidelines for historiographical digital literacy. The hypothesis that guided the study proposed that the growing incorporation of digital and digitized sources has modified investigative practices in the History of Education, expanding thematic and methodological diversity, and favoring remote and continuous access to historical documents. To support the research, the concepts of appropriation of Chartier (1990, 1996, 1998), cultural practices and the historiographical operation of Certeau (2011, 2014) and the indiciary method of Ginzburg (1989) were used. Additionally, Vidal (2000) and Raffani, Vidal (2023) contribute by problematizing the materiality and political character of digital archives, Zaagsma (2013) inserts the international perspective of digital history, and Pons (2022) focuses on the methodological challenges of networked history writing and the tensions between analog and digital. Of historical nature and methodological nature, the study used bibliographic and documentary research, with a qualitative approach. The methodology included the selection of theses and dissertations based on explicit inclusion and exclusion criteria, considering works linked to the PPGEdu of UFPB, UFPI and UFS, published between 2006 and 2023, which mentioned the use of digital or digitized sources. The results partially confirm the hypothesis, showing that the adoption of digital and digitized sources promoted a clear shift in investigative practices from 2006 onwards, due to the expansion of access to historical collections, contributing to the diversification of research themes and the emergence of new methodological approaches in the field of History of Education. It is concluded that the digital transformation resulted in the consolidation of a hybrid research practice, in which the use of digital and digitized sources significantly impacted academic production in the analyzed period, contributing to the democratization of access and thematic diversification. The research proposes, therefore, the systematization of methodological instruments adjusted to the specificities of digital sources, aiming to strengthen the training of historians of education in the digital age so that they can deal with the instability, ephemerality and epistemological implications of the new documentary supports.