The Articulation of Curricular Contexts and the Use of Digital Technologies in the Construction of an Open Science Platform

Abstract

This article[1] reports an ongoing experience involving the application of research to teaching that articulates various disciplines and curricular contexts within a Post-graduate Program in Literature and Literary Criticism. Through the use of active teaching-learning methodologies and digital information and communication technologies, we seek to put some core dilemmas of literary studies into dialogue with notions and practices of open science. Throughout this process, we laid the groundwork for a digital platform that would bring together the results of research developed in the context of these various disciplines and make them readily available to their respective audiences and sociocultural territories. By raising awareness concerning the social impact of the program’s research, this report should prompt reflection on how to foster articulation between heterogeneous academic and social contexts, both within the classroom connected to other environments and in open scientific productions, accessible to different audiences.

[1] The present article is the result of the research study Metodologias ativas na pós-graduação: outros contextos no ensino, na pesquisa e na extensão [Active methodologies in postgraduate studies: other contexts in teaching, research, and extension], carried out in the period from 2022 to 2023, funded by the Programa de Incentivo à Pesquisa Aplicada à Docência [Incentive Program to Research Applied to Teachin] (PIPAD) of PUC-SP, grant call 11.929/2022.