EDUCATION IN THE DIGITAL CULTURE CONTEXT: PEDAGOGICAL POTENCY AND VISIBILITY POSSIBILITIES FOR SCHOOL SCIENTIFIC KNOWLEDGE

• Autor(a) principal: Domingues Ramos, Luciana
• Data de Publicação: 2019
• Outros Autores: Boll, Cíntia Inês
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/3570

Education in the digital culture context: pedagogical potency and visibility possibilities for school scientific knowledge  Abstract: This paper aims to present considerations related to the digital culture, its challenges and possibilities for Education. The focus of this study is the pedagogical potential of work supported by the media, by the digital convergences and languages towards the construction of knowledge under the ethical-aesthetical perspective of this relationship. Tension is built up by the contributions of authors such as Pierre Lévy, Massimo Canevacci, Henry Jenkins, Martha Marandino, Myriam Krasilchik, among other scholars of the world of education, communication and digital culture. This paper concludes that the amplified and convergent context of the digital culture may be seen under the perspective that understands it as an ally of the school, not only regarding access to information and knowledge, but also as a way of mobilizing participatory proposals in education, as opposed to a banking education, which redefines the relations, makes the constructions and the scientific knowledge in the school visible and enables the development of a subject that is an author, collaborator, communicator, an ethical citizenship also in the digital context. Keywords: Education. Teaching Sciences. Convergence Culture.