Teaching in digital culture: a reflection from the biology of cognition
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/2129 |
Resumo: | The contemporary scenario, characterized by digital culture, requires redimensioning educational practices. To do so, it is necessary to think about the pedagogical praxis, which requires interlocution, making it possible for the teachers to explicit and become aware of their doing and get to know theories that can support changes both in methodology and teaching conduct. We start from the assumption that the Biology of Knowledge and Genetic Epistemology offer conceptual bases for the process of redimensioning these practices, considering this process as a reflexive process whose changes take place in action and therefore require rethinking assumptions related to this action. This paper proposes to start reflecting about giving a new significance to concepts of pedagogical processes, having technologies as the disturbing element and experiencing together and technological coupling as the support for structural transformations that might result into changes in teaching conduct. With that in mind, we present some theoretical considerations and guidelines that arise from these considerations, and which can be the basis for planning domains for teachers’ education or qualification programs in the context of digital technologies. Some of these guidelines indicate that the configuration of these spaces demands characteristics that may lead teachers to experience together in a history of recurring interactions that activate mechanisms to understand their being and doing. In that sense, experiencing together in the conversation network that emerges from the digital context in our society may operate transformations in the teachers’ way of being and acting. |
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Teaching in digital culture: a reflection from the biology of cognitionDocência na cultura digital: reflexões à luz da Biologia do ConhecerDocência na cultura digital. Acoplamento tecnológico. ConvivênciaThe contemporary scenario, characterized by digital culture, requires redimensioning educational practices. To do so, it is necessary to think about the pedagogical praxis, which requires interlocution, making it possible for the teachers to explicit and become aware of their doing and get to know theories that can support changes both in methodology and teaching conduct. We start from the assumption that the Biology of Knowledge and Genetic Epistemology offer conceptual bases for the process of redimensioning these practices, considering this process as a reflexive process whose changes take place in action and therefore require rethinking assumptions related to this action. This paper proposes to start reflecting about giving a new significance to concepts of pedagogical processes, having technologies as the disturbing element and experiencing together and technological coupling as the support for structural transformations that might result into changes in teaching conduct. With that in mind, we present some theoretical considerations and guidelines that arise from these considerations, and which can be the basis for planning domains for teachers’ education or qualification programs in the context of digital technologies. Some of these guidelines indicate that the configuration of these spaces demands characteristics that may lead teachers to experience together in a history of recurring interactions that activate mechanisms to understand their being and doing. In that sense, experiencing together in the conversation network that emerges from the digital context in our society may operate transformations in the teachers’ way of being and acting.O cenário contemporâneo caracterizado pela cultura digital requer um redimensionamento da prática educacional. Para isso é necessário uma reflexão sobre o fazer pedagógico, que necessita de interlocutores, possibilitando ao professor explicitar e tomar consciência de seu fazer e conhecer teorias que possam dar suporte às mudanças metodológicas e de conduta docente. Partimos do pressuposto de que a Biologia do Conhecer e a Epistemologia Genética oferecem bases conceituais para o processo de redimensionamento dessas práticas, considerando esse processo como um movimento reflexivo cujas mudanças se dão na ação e, portanto requerem o repensar dos pressupostos dessa ação. Apresentamos nesse artigo uma reflexão que parte do ressignificar de concepções dos processos pedagógicos, tendo o contexto das tecnologias como elemento perturbador e a convivência e o acoplamento tecnológico como suporte para as transformações estruturais que possam resultar em mudanças na conduta docente. Dessa forma são apresentadas considerações teóricas e norteadores advindos dessas considerações, que podem servir de base para o planejamento de domínios de capacitação ou formação docente no contexto das tecnologias digitais. Alguns desses norteadores indicam que a configuração desses espaços precisam ter características que levem os professores a conviver num historial de interações recorrentes ativando mecanismos de entendimento do seu fazer e ser. Nesse sentido a convivência na rede de conversação que emerge no contexto digital que se apresenta em nossa sociedade poderá operar transformações nos modos de ser e de atuar dos professores.Edunisc2011-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/212910.17058/signo.v36i61.2129Signo; v. 36 n. 61 (2011): Linguagem, Tecnologia e Mídia; 326-3381982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/2129/1785Valentini, Carla BeatrisSoares, Eliana Maria Sacramentoinfo:eu-repo/semantics/openAccess2018-07-26T18:03:12Zoai:ojs.online.unisc.br:article/2129Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:03:12Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Teaching in digital culture: a reflection from the biology of cognition Docência na cultura digital: reflexões à luz da Biologia do Conhecer |
title |
Teaching in digital culture: a reflection from the biology of cognition |
spellingShingle |
Teaching in digital culture: a reflection from the biology of cognition Valentini, Carla Beatris Docência na cultura digital. Acoplamento tecnológico. Convivência |
title_short |
Teaching in digital culture: a reflection from the biology of cognition |
title_full |
Teaching in digital culture: a reflection from the biology of cognition |
title_fullStr |
Teaching in digital culture: a reflection from the biology of cognition |
title_full_unstemmed |
Teaching in digital culture: a reflection from the biology of cognition |
title_sort |
Teaching in digital culture: a reflection from the biology of cognition |
author |
Valentini, Carla Beatris |
author_facet |
Valentini, Carla Beatris Soares, Eliana Maria Sacramento |
author_role |
author |
author2 |
Soares, Eliana Maria Sacramento |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Valentini, Carla Beatris Soares, Eliana Maria Sacramento |
dc.subject.por.fl_str_mv |
Docência na cultura digital. Acoplamento tecnológico. Convivência |
topic |
Docência na cultura digital. Acoplamento tecnológico. Convivência |
description |
The contemporary scenario, characterized by digital culture, requires redimensioning educational practices. To do so, it is necessary to think about the pedagogical praxis, which requires interlocution, making it possible for the teachers to explicit and become aware of their doing and get to know theories that can support changes both in methodology and teaching conduct. We start from the assumption that the Biology of Knowledge and Genetic Epistemology offer conceptual bases for the process of redimensioning these practices, considering this process as a reflexive process whose changes take place in action and therefore require rethinking assumptions related to this action. This paper proposes to start reflecting about giving a new significance to concepts of pedagogical processes, having technologies as the disturbing element and experiencing together and technological coupling as the support for structural transformations that might result into changes in teaching conduct. With that in mind, we present some theoretical considerations and guidelines that arise from these considerations, and which can be the basis for planning domains for teachers’ education or qualification programs in the context of digital technologies. Some of these guidelines indicate that the configuration of these spaces demands characteristics that may lead teachers to experience together in a history of recurring interactions that activate mechanisms to understand their being and doing. In that sense, experiencing together in the conversation network that emerges from the digital context in our society may operate transformations in the teachers’ way of being and acting. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-07-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2129 10.17058/signo.v36i61.2129 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/2129 |
identifier_str_mv |
10.17058/signo.v36i61.2129 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2129/1785 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; v. 36 n. 61 (2011): Linguagem, Tecnologia e Mídia; 326-338 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218789260820480 |