Educação e Cibercultura: narrativas de mobilidade ubíqua

• Autor(a) principal: Rocha, Aline Andrade Weber Nunes da
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10597
• topic: Mobility; Ubiquity; Multi-referentiality; Research-training; Teacher training; Mobilidade; Ubiquidade; Multirreferencialidade; Pesquisa-formação; Formação docente; Computadores e civilização; Educação Efeito das inovações tecnológicas Rio de Janeiro (RJ); Internet Aspectos sociais Rio de Janeiro (RJ); CNPQ::CIENCIAS HUMANAS::EDUCACAO

Cyberculture, or the contemporary culture to have emerged from digital networks and been potencialised by the use of mobile devices, has delineated new forms of relations: economic, social, professional, political and educational, reshaping society. In this context, this dissertation sought to understand to what degree the mobility offered by wireless telematic networks might be utilised within an educational context, given that this context is located insideoutside universities, in the city s various spacetimes. We therefore sought to link research-training (Macedo, Santos and Josso) with a multi-referential approach (Ardoino) and the assumptions of research in/of and related to daily routines (Alves). We developed new educational activities by using mobile and digital network devices in the educational context of the subject of Didactics studied as part of the course for a Teaching Degree in Primary Education at the State University of Rio de Janeiro, in a dialogue with studies on cyberculture (Lévy, Lemos, Santaella, Santos). By analysing the use of digital network and mobile devices in the educational context of Didactics students and their narratives, we reached the following conclusions: a) social interfaces define our perception of space and the possibilities for communication with others; b) the mobility offered by digital network devices and by users of mobile devices imprints other dynamics in how and when they learnteach; c) expanding the strategies available for learningteaching by means of digital network devices increases the possibility of accessing content and information, reconfiguring the role of the university; d) there is a need for effective public policies for digital inclusion in terms of free network access, both in universities and in cities; e) in the sphere of research-training, our study contributed to training teachers, creating the pedagogic environments necessary for the development of skills and competences for more flexible management of knowledge and of the university learningteaching insideoutside processes.