#Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?

Detalhes bibliográficos
Autor(a) principal: Carvalho, Felipe
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Pesquisa (Auto)biográfica
Texto Completo: https://www.revistas.uneb.br/index.php/rbpab/article/view/12290
Resumo: we have asked ourselves in this research: "How do we learn and teach to become what we are in times of cyberculture?" We believe that cybercultural practices mobilize innumerable pedagogies that lead us to multiple inhumane and humane formative experiences. The present research has been undertaken based on the cartographic research, that emerges from post-structuralist epistemologies. We have mapped various online experiences in order to produce theories about the present, interrelated with discussions on gender, sexuality, race, education, class, among other social markers. We have followed online trails/tracks which provided us with clues as to how cybercultural pedagogies are constituted in the present and how they reverberate in what we become, what we claim to be, and what we share. With the data analysed in this thesis, we seek to map how cybercultural pedagogies emerge, how they are constituted and historically established, how they operate on the web, and how they develop in the micro and macropolitical everyday life. Our cartography has revealed that cyberculture is marked by countless events, among them, fascist movements and practices that operate with the intention of spreading hatred towards differences, which we here nominate as "cyberfascists". As a result of the analysed data, we developed the concept of “cyberfascist pedagogies”, which operate to govern the behaviour of others through the production, sharing and viralization of hatred practices and content against the differences, and destroying the humanization of others, transforming them into an object or something lifeless. However, there isn´t just hatred in the online everyday life; we have also identified insurgent, anti-fascist movements and experiences that expand the ethical freedom and existential networks of affection, solidarity and collaboration. Our analysis led to the concept of “cyberinsurgent pedagogies”, which represent those pedagogies that lead us to rebel against all forms of fascism, operated by networks of indignation and support, through the sharing/viralization that aim to expand the coexistence between the differences, the existence of dissident lives, the strengthening of social ties, a horizontal citizenship. They are mobilized by subjects in alliances with other subjects, with the purpose of encouraging and helping to denounce pain, announcing interventions of struggles and insurgencies, in addition to enhancing multiple interventions in cyberspace cities, promoting the emergence and development of humanitarian, social, civil, ecological, economic causes.
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spelling #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?CyberfascismCybercultural pedagogiesCyberinsurgenciesCartographic onlineCiberfascismosPedagogías ciberculturalesCiberinsurgenciasCartografía en líneaCiberfascismosPedagogias ciberculturaisCiberinsurgênciasCartografia onlinewe have asked ourselves in this research: "How do we learn and teach to become what we are in times of cyberculture?" We believe that cybercultural practices mobilize innumerable pedagogies that lead us to multiple inhumane and humane formative experiences. The present research has been undertaken based on the cartographic research, that emerges from post-structuralist epistemologies. We have mapped various online experiences in order to produce theories about the present, interrelated with discussions on gender, sexuality, race, education, class, among other social markers. We have followed online trails/tracks which provided us with clues as to how cybercultural pedagogies are constituted in the present and how they reverberate in what we become, what we claim to be, and what we share. With the data analysed in this thesis, we seek to map how cybercultural pedagogies emerge, how they are constituted and historically established, how they operate on the web, and how they develop in the micro and macropolitical everyday life. Our cartography has revealed that cyberculture is marked by countless events, among them, fascist movements and practices that operate with the intention of spreading hatred towards differences, which we here nominate as "cyberfascists". As a result of the analysed data, we developed the concept of “cyberfascist pedagogies”, which operate to govern the behaviour of others through the production, sharing and viralization of hatred practices and content against the differences, and destroying the humanization of others, transforming them into an object or something lifeless. However, there isn´t just hatred in the online everyday life; we have also identified insurgent, anti-fascist movements and experiences that expand the ethical freedom and existential networks of affection, solidarity and collaboration. Our analysis led to the concept of “cyberinsurgent pedagogies”, which represent those pedagogies that lead us to rebel against all forms of fascism, operated by networks of indignation and support, through the sharing/viralization that aim to expand the coexistence between the differences, the existence of dissident lives, the strengthening of social ties, a horizontal citizenship. They are mobilized by subjects in alliances with other subjects, with the purpose of encouraging and helping to denounce pain, announcing interventions of struggles and insurgencies, in addition to enhancing multiple interventions in cyberspace cities, promoting the emergence and development of humanitarian, social, civil, ecological, economic causes.En esta investigación nos preguntamos: "¿Cómo aprendemos-enseñamos a convertirnos en lo que somos en tiempos de la cibercultura?". Apostamos por la idea de que las prácticas ciberculturales movilizan innumerables pedagogías que nos llevan a múltiples experiencias deformativas y deformativas. Para pensar-hacer esta investigación, realizamos movimientos con investigación cartográfica en línea, que parten de epistemologías postestructuralistas. Mapeamos experiencias en/en la red con el objetivo de producir teorizaciones sobre la actualidad, interseccionadas con discusiones sobre género, sexualidad, raza, educación, clase, entre otros marcadores sociales. Seguimos pistas en línea que nos dieron evidencias sobre cómo las pedagogías ciberculturales se constituyen en el presente y repercuten en lo que nos convertimos, decimos que somos, compartimos. A través de los datos analizados en esta tesis, buscamos cartografiar cómo aparecen, se constituyen las pedagogías ciberculturales, sus formaciones históricas, operaciones en red, desarrollos en la micro/macropolítica de la vida cotidiana. Mapeamos que la cibercultura está marcada por numerosos acontecimientos, entre ellos movimientos y prácticas fascistas que operan y difunden el odio a las diferencias, que aquí llamamos “ciberfascistas”. Como resultado de los datos analizados, llegamos (produjimos) la noción de "pedagogías ciberfascistas", operacionalizada para regir el comportamiento de los sujetos a través de la producción, compartición y viralización de prácticas y contenidos de odio frente a las diferencias, destruyendo la humanización del otro, transformando-lo en cosa, objeto, algo sin vida. Pero en la vida cotidiana en la ree no solo hay odio; mapeamos que también hay movimientos insurgentes, antifascistas, y experiencias que amplían la libertad ética y las redes existenciales de afecto, solidaridad y colaboración. Los análisis nos llevaron a la noción de “pedagogías ciberinsurgentes”, aquellas que nos llevan a la rebelión contra todas las formas de fascismo, operacionalizado por redes de indignación y apoyo, a través de compartir-viralizaciones que pretenden ampliar/dilatar la convivencia entre las diferencias y la existencia de las vidas disidentes, fortalecimiento de lazos sociales, ciudadanía horizontal. Son movilizados por sujetos en alianzas con otros sujetos, con el objetivo de incentivar, ayudar a denunciar el dolor y anunciar intervenciones en luchas e insurgencias, además de potenciar múltiples intervenciones en ciudades del ciberespacio, promoviendo luchas a favor de causas humanitarias, sociales, civiles, ecológicas, económico.Nesta pesquisa nos questionamos: “Como aprendemos-ensinamos a nos tornar o que somos em tempos de cibercultura?” Apostamos na ideia de que as práticas ciberculturais mobilizam inúmeras pedagogias que nos conduzem a múltiplas experiências deformativas e desformativas. Para pensar-fazer esta pesquisa, realizamos movimentos com a pesquisa-cartográfica online, que partem das epistemologias pós-estruturalistas. Cartografamos experiências em/na rede visando a produzir teorizações sobre o hoje, interseccionadas às discussões de gênero, sexualidade, raça, formação, classe, entre outros marcadores sociais. Acompanhamos rastros online que nos fornecessem pistas de como as pedagogias ciberculturais se constituem no presente e reverberam naquilo que nos tornamos, dizemos ser, compartilhamos. Por meio dos dados analisados nesta tese, buscamos cartografar como as pedagogias ciberculturais aparecem, se constituem, suas formações históricas, operacionalizações em rede, desdobramentos na micro/macropolítica da vida cotidiana. Cartografamos que a cibercultura é marcada por inúmeros acontecimentos, entre eles, movimentos e práticas fascistas que operam no sentido e na propagação do ódio às diferenças, que chamamos aqui de “ciberfascistas”. Como desdobramento dos dados analisados, chegamos (produzimos) à noção de “pedagogias ciberfascistas”, operacionalizadas para governar as condutas dxs sujeitxs por meio da produção, partilha e viralização de práticas e de conteúdos odiosos contra as diferenças, destruindo a humanização do outro, transformando-o em coisa, objeto, algo sem vida. Mas na vida cotidiana em/na rede não há somente o ódio; cartografamos que há também movimentos insurgentes, antifascistas, e experiências que alargam a liberdade ética e as redes existenciais de afeto, de solidariedade e de colaboração. As análises nos levaram à noção de “pedagogias ciberinsurgentes”, aquelas que nos conduzem à rebelião contra todas as formas de fascismos, operacionalizadas por redes de indignação e apoio, por meio de partilhas-viralizações que visam a ampliar/dilatar a convivência entre as diferenças e a existências das vidas dissidentes, o fortalecimento dos laços sociais, a cidadania horizontal. São mobilizadas por sujeitxs em alianças com outrxs sujeitxs, tendo como objetivos encorajar, ajudar a denunciar dores e anunciar intervenções de lutas e insurgências, além de potencializar múltiplas intervenções nas cidades-ciberespaços, promover lutas a favor de causas humanitárias, sociais, civis, ecológicas, econômicas.Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)2022-05-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/rbpab/article/view/1229010.31892/rbpab2525-426X.22.v7.n20.p247-250Revista Brasileira de Pesquisa (Auto)biográfica; Vol. 7 Núm. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-250REVUE BRÉSILIENNE DE RECHERCHE (AUTO)BIOGRAPHIQUE; Vol. 7 No. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-250Revista Brasileira de Pesquisa (Auto)biográfica; v. 7 n. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-2502525-426X10.31892/rbpab2525-426X.v7.n20reponame:Revista Brasileira de Pesquisa (Auto)biográficainstname:Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)instacron:BIOporhttps://www.revistas.uneb.br/index.php/rbpab/article/view/12290/9680Copyright (c) 2022 Revista Brasileira de Pesquisa (Auto)biográficainfo:eu-repo/semantics/openAccessCarvalho, Felipe2023-07-18T22:24:05Zoai:ojs.revistas.uneb.br:article/12290Revistahttp://revistas.uneb.br/index.php/rbpab/indexhttps://www.revistas.uneb.br/index.php/rbpab/oai||esclementino@uol.com.br|| biographassociacao@gmail.com2525-426X2525-426Xopendoar:2023-07-18T22:24:05Revista Brasileira de Pesquisa (Auto)biográfica - Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)false
dc.title.none.fl_str_mv #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
title #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
spellingShingle #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
Carvalho, Felipe
Cyberfascism
Cybercultural pedagogies
Cyberinsurgencies
Cartographic online
Ciberfascismos
Pedagogías ciberculturales
Ciberinsurgencias
Cartografía en línea
Ciberfascismos
Pedagogias ciberculturais
Ciberinsurgências
Cartografia online
title_short #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
title_full #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
title_fullStr #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
title_full_unstemmed #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
title_sort #Pedagogiasciberculturais: como aprendemos-ensinamos a nos tornar o que somos?
author Carvalho, Felipe
author_facet Carvalho, Felipe
author_role author
dc.contributor.author.fl_str_mv Carvalho, Felipe
dc.subject.por.fl_str_mv Cyberfascism
Cybercultural pedagogies
Cyberinsurgencies
Cartographic online
Ciberfascismos
Pedagogías ciberculturales
Ciberinsurgencias
Cartografía en línea
Ciberfascismos
Pedagogias ciberculturais
Ciberinsurgências
Cartografia online
topic Cyberfascism
Cybercultural pedagogies
Cyberinsurgencies
Cartographic online
Ciberfascismos
Pedagogías ciberculturales
Ciberinsurgencias
Cartografía en línea
Ciberfascismos
Pedagogias ciberculturais
Ciberinsurgências
Cartografia online
description we have asked ourselves in this research: "How do we learn and teach to become what we are in times of cyberculture?" We believe that cybercultural practices mobilize innumerable pedagogies that lead us to multiple inhumane and humane formative experiences. The present research has been undertaken based on the cartographic research, that emerges from post-structuralist epistemologies. We have mapped various online experiences in order to produce theories about the present, interrelated with discussions on gender, sexuality, race, education, class, among other social markers. We have followed online trails/tracks which provided us with clues as to how cybercultural pedagogies are constituted in the present and how they reverberate in what we become, what we claim to be, and what we share. With the data analysed in this thesis, we seek to map how cybercultural pedagogies emerge, how they are constituted and historically established, how they operate on the web, and how they develop in the micro and macropolitical everyday life. Our cartography has revealed that cyberculture is marked by countless events, among them, fascist movements and practices that operate with the intention of spreading hatred towards differences, which we here nominate as "cyberfascists". As a result of the analysed data, we developed the concept of “cyberfascist pedagogies”, which operate to govern the behaviour of others through the production, sharing and viralization of hatred practices and content against the differences, and destroying the humanization of others, transforming them into an object or something lifeless. However, there isn´t just hatred in the online everyday life; we have also identified insurgent, anti-fascist movements and experiences that expand the ethical freedom and existential networks of affection, solidarity and collaboration. Our analysis led to the concept of “cyberinsurgent pedagogies”, which represent those pedagogies that lead us to rebel against all forms of fascism, operated by networks of indignation and support, through the sharing/viralization that aim to expand the coexistence between the differences, the existence of dissident lives, the strengthening of social ties, a horizontal citizenship. They are mobilized by subjects in alliances with other subjects, with the purpose of encouraging and helping to denounce pain, announcing interventions of struggles and insurgencies, in addition to enhancing multiple interventions in cyberspace cities, promoting the emergence and development of humanitarian, social, civil, ecological, economic causes.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-14
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dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/rbpab/article/view/12290
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url https://www.revistas.uneb.br/index.php/rbpab/article/view/12290
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dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/rbpab/article/view/12290/9680
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Brasileira de Pesquisa (Auto)biográfica
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dc.publisher.none.fl_str_mv Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)
publisher.none.fl_str_mv Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph)
dc.source.none.fl_str_mv Revista Brasileira de Pesquisa (Auto)biográfica; Vol. 7 Núm. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-250
REVUE BRÉSILIENNE DE RECHERCHE (AUTO)BIOGRAPHIQUE; Vol. 7 No. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-250
Revista Brasileira de Pesquisa (Auto)biográfica; v. 7 n. 20 (2022): Revista Brasileira de Pesquisa (Auto)biográfica; 247-250
2525-426X
10.31892/rbpab2525-426X.v7.n20
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