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― Thematic axis 1. Student and/or his/her Learning in TDIC context

• Subaxis 1.1. Focus on Basic Education 
• Subaxis 1.2. Focus on Higher Education
• Subaxis 1.3. Focus on Informal and/or Non-formal Education

Works of this axis should specifically involve aspects related with learning process and knowledge construction, related to student profile and formative needs in the digital culture context. Thus, studies/reflections welcomed by this axis should be directly related with proposals for learning improvement, difficulties and challenges learning, assessment, strategies/personal organization for studies, learning styles, engagement, motivation, student support services, autonomy and self-regulation of learning aspects, gamification, learning communities, identity and collectivity in digital age, among other similar themes (as long as directly related to student and his/her learning).

 

 ― Thematic axis 2. Professor, Teaching and their Pedagogical Practices in TDIC context

• Subaxis 2.1. Focus on Basic Education 
• Subaxis 2.2. Focus on Higher Education
• Subaxis 2.3. Focus on Informal and/or Non-formal Education

For this axis, studies are expected that specifically involve aspects related with teachers, the processes of teaching, teacher training, pedagogical practices and teaching learning in digital culture context. Therefore, studies/reflections received by this axis should be directly related theoretical and/or practical aspects by master's office and by teaching professional development, which may involve teacher training/learning, initial and continuing education programs, aspects of teaching acts, working conditions for this professional, pedagogical planning, classroom management, conception and pedagogical strategies implementation, contents organization and didactic materials, teaching-learning evaluation process, pedagogical planning, among other similar themes (provided that directly related with educator and/or his teaching practice).

 

― Thematic axis 3. Mediation Technologies, Didactic Materials and Content for Teaching-Learning in TDIC context

• Subaxis 3.1. Focus on Basic Education 
• Subaxis 3.2. Focus on Higher Education
• Subaxis 3.3. Focus on Informal and/or Non-formal Education

Works of this axis should include reflections specifically involving contents, mediation technologies (means/tools) and didactic materials. Thus, this axis includes works on content organization for teaching-learning, different types of teaching materials and their design and production, media and technological supports information and knowledge, open educational resources use and reuse, learning objects, virtual learning environments, games, assistive technology, teaching materials and contents redundancy, technological innovation, tools for pedagogical use,  as well as multi-technological devices creation and media for accessibility and inclusion, digital technologies influence in improving teaching and learning, among other similar themes.

 

― Thematic axis 4. Management And Educational Policies in the context of TDIC

• Subaxis 4.1. Focus on Basic Education 
• Subaxis 4.2. Focus on Higher Education
• Subaxis 4.3. Focus on Informal and/or Non-formal Education

Works submitted in this axis should cover education macroscopic aspects. Thus, studies/reflections welcomed by this axis should be directly related with conception, promotion, planning, organization, educational programs execution and management. This category includes works focused on organizational management, conceptions of pedagogical strategies, public policies for education, democratization and/or education quality promotion, student permanence, reduction evasive process’s, internationalization, proposition of teaching-learning systems, innovative proposals institutionalization, curricular organization aspects and educational evaluation, among other similar themes (since directly related with management,  manager and/or public policies for education).

 

― Thematic axis 5. Research, epistemology and knowledge production in Education and Technologies in TDIC context 

• Subaxis 5.1. Focus on Basic Education 
• Subaxis 5.2. Focus on Higher Education
• Subaxis 5.3. Focus on Informal and/or Non-formal Education

This axis includes research interested in knowledge production agenda and theoretical-scientific area`s products (Education and Technologies, Hybrid Education and/or Distance Education). Works of this axis should focus on scientific production, knowledge epistemology and area theoretical foundation. Thus, works can contemplate quality scientific production aspects in the area, research strategies, methods and methodologies, data collection and analysis instruments or forms, emerging themes (more discussed or silenced) in the area, constitution of collaborative networks in knowledge production and dissemination, research socialization, theses/dissertations, articles, books and events, among other similar themes.

 

― Thematic axis 6. Cultural and Artistic Dissemination in pandemic and digital culture times

• Subaxis 6.1. Focus on Basic Education 
• Subaxis 6.2. Focus on Higher Education
• Subaxis 6.3. Focus on Informal and/or Non-formal Education

Works submitted in this axis should cover diverse aspects on arts and cultural activities, involving teaching and production forms for their transformations and different artistic expressions products, as well as cultural dissemination in areas such as music, plastic arts, theater, audiovisual, among others. Thus, studies/reflections received by this axis should have direct relationship with a cultural agenda of arts, especially considering its connection with conditions imposed by digital culture context and Covid-19 pandemic. This axis includes theoretical-scientific research and productions, including experiences reports on Education, Technologies and artistic-cultural universe.

 

― Thematic axis 7. Inclusion and Accessibility in TDIC context  

• Subaxis 7.1. Focus on Basic Education 
• Subaxis 7.2. Focus on Higher Education
• Subaxis 7.3. Focus on Informal and/or Non-formal Education

Work submitted in this axis should cover relationship different aspects between educational inclusion and accessibility processes on digital information context and communication technologies. Thus, studies/reflections welcomed by this axis should involve questions about accessibility and assistive technology, aimed at audience of special education target, learning disorders and/or difficulties and old age. With emphasis on concepts, strategies and resources that involve inclusion themes for these audiences in the educational context (formal and/or non-formal). Analyses may involve reflections and presentations experiences and research results in that address: inclusive practices and strategies; accessible digital and educational resources; discussions on inclusion, accessibility, equity and equalization opportunities in digital spaces; accessibility and assistive use`s technology implementation in digital spaces or digital artifacts; accessible tools development that support teaching actions in front digital culture; universal design principles and universal design for learning guidelines employed in digital educational universes.

 

― Thematic axis 8. Other Innovative and Alternative Cross-Cutting Themes (not contemplated above)

• Subaxis 8.1. Focus on Basic Education 
• Subaxis 8.2. Focus on Higher Education
• Subaxis 8.3. Focus on Informal and/or Non-formal Education

For this axis, it`s expected works if don´t articulate with previous axes, either by theme specificity treated or by its transversality with different themes and axes. In this sense, scientific studies/reflections on relationship between teaching-learning processes (face-to-face, distance or hybrid) with other more general elementary themes, such as resilience, equity, sustainability, dialogue, interactivity, cooperation, actions temporality, presence and absence notions, immersion, multimodality, innovation, disruption, flexibility, quality, etc.