Educação na contemporaneidade: as mídias digitais como processo de ensino/aprendizagem na cibercultura
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Data
2018-12-19
Autores
Silva, Paulo Henrique Garbelotto da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa do curso de Mestrado em Educação da Universidade Estadual Paulista tem por objetivo estudar de forma analítica e qualitativa as possibilidades de aplicação das mídias digitais no processo de ensino/aprendizagem na disciplina de História. Um dos desafios que se encontra posto nos dias atuais na instituição escolar é, como usar dessa nova linguagem para a transmissão de conhecimento na era da informação? Para tal problemática, trilhamos pelo caminho metodológico da pesquisa-ação em Thiollent (2007) para averiguar como é possível utilizar os celulares dos alunos de uma sala de oitavo ano no processo de ensino/aprendizagem. Com isso, debruçamos-nos em estudar os conceitos de internet, de ciberespaço e de cibercultura recorrendo aos aportes teóricos de Santaella (2002, 2010), Lemos (2013, 2018) como também de Lévy (1996, 1998, 1999). Juntos, percebemos que estamos imersos a um novo universo que por sua vez engendrou novas identidades culturais, isto posto, analisou-se esse fenômeno a partir da escola sociológica de Hall (2011) e Silva (2014) junto com Prensky (2011) e Gasser (2010) e compreendemos quais são essas novas identidades culturais; os Imigrantes e Nativos Digitais. Feito isso, a procura de respostas entre o discurso e a prática, levou-nos a ler analiticamente, como os documentos oficiais que legislam sobre educação no Brasil tratam o trabalho de ensino/aprendizagem com as mídias digitais no processo, então, emprestando das falas de Hobsbawm, é quase que uma “invenção da tradição”. Concomitantemente, de maneira furtiva, buscamos delinear a trajetória do ensino de História como campo de conhecimento próprio, ou seja, a história da História para que repensemos seu papel junto a sociedade que vive na era da informação. Por fim, como última etapa da pesquisa-ação, a de deixar uma cultura no ambiente social, desenvolveu-se, para o aluno, uma régua didática de passo a passo de como se fazer pesquisa na internet utilizando-se de sites históricos.
The present research of the Master course in Education of the State University of São Paulo aims to study in an analytical and qualitative way the possibilities of applying digital media in the teaching / learning process in the History discipline. One of the challenges that is currently posed in the school institution is, how to use this new language for the transmission of knowledge in the information age? For this problem, we walk through the methodological path of action research in Thiollent (2007) to investigate how it is possible to use the cell phones of eighth grade students in the teaching / learning process. With this, we focus on studying the concepts of internet, cyberspace and cyberculture using the theoretical contributions of Santaella (2002, 2010), Lemos (2013, 2018) and Lévy (1996, 1998, 1999). Together, we perceive that we are immersed in a new universe that in turn engendered new cultural identities, that is, we have analyzed this phenomenon from the sociological school of Hall (2011) and Silva (2014) together with Prensky (2011) and Gasser (2010) and understand what these new cultural identities are; the Immigrants and Digital Natives. Having done this, the search for answers between discourse and practice, led us to read analytically, how the official documents that legislate about education in Brazil treat the teaching / learning work with the digital media in the process, then lending of speeches of Hobsbawm, is almost an "invention of tradition". Concurrently, in a stealthy way, we seek to delineate the history teaching as a field of knowledge, that is, history of the history so that we rethink its role with the society that lives in the information age. Lastly, as a last step in action research, to leave a culture in the social environment, the student developed a step-by-step didactic rule of how to do research on the internet using historical sites.
The present research of the Master course in Education of the State University of São Paulo aims to study in an analytical and qualitative way the possibilities of applying digital media in the teaching / learning process in the History discipline. One of the challenges that is currently posed in the school institution is, how to use this new language for the transmission of knowledge in the information age? For this problem, we walk through the methodological path of action research in Thiollent (2007) to investigate how it is possible to use the cell phones of eighth grade students in the teaching / learning process. With this, we focus on studying the concepts of internet, cyberspace and cyberculture using the theoretical contributions of Santaella (2002, 2010), Lemos (2013, 2018) and Lévy (1996, 1998, 1999). Together, we perceive that we are immersed in a new universe that in turn engendered new cultural identities, that is, we have analyzed this phenomenon from the sociological school of Hall (2011) and Silva (2014) together with Prensky (2011) and Gasser (2010) and understand what these new cultural identities are; the Immigrants and Digital Natives. Having done this, the search for answers between discourse and practice, led us to read analytically, how the official documents that legislate about education in Brazil treat the teaching / learning work with the digital media in the process, then lending of speeches of Hobsbawm, is almost an "invention of tradition". Concurrently, in a stealthy way, we seek to delineate the history teaching as a field of knowledge, that is, history of the history so that we rethink its role with the society that lives in the information age. Lastly, as a last step in action research, to leave a culture in the social environment, the student developed a step-by-step didactic rule of how to do research on the internet using historical sites.
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Palavras-chave
Mídia digital, Cibercultura, História, Ensino/aprendizagem, Digital media, Cyberculture, History, Teaching/learning