Ciberativismo: as redes sociais e os fenômenos da cibercultura na formação docente

Abstract

The dissertation that I present for now carries the relevance that involves the intense dynamics of conversations that go beyond the common place of citizens in cities, making up the complex network that is instituted with the ubiquity of social networks, opening the way for new experiences in the digital network. . In this context, driven by cyberculture that is established in contemporary times as the structure for the sociotechnical and cultural uses of networked digital media (SANTOS, 2019). This text aims to investigate how the cyberactivist production in social networks has provoked the construction of new teaching practices, attributing new meanings to learning through the phenomena that circulate in cyberculture. Such production has rekindled the value of the discussions that are revealed in the face of a new organization, in which a set of human and non-human elements constituted by networks (cyberpractitioners), (social) relationships and communication flows (media), have somehow sought stabilize (LEMOS, 2012). In this way, we dialogue with the approaches of multi referential cyberresearch-training (ARDOINO, 1998; MACEDO 2012; SANTOS, 2019) and with research with everyday life (CERTEAU, 2009; ALVES, 2001), making use of the bricolage of devices based on conversations. online (AVA/Moodle, Zoom, WhatsApp and Instagram environments), in the formative context of research and classes in the subject “Distance Education: Fundamentals and Educational Questions – 2020.2”, offered remotely to the Pedagogy class at UERJ/FEBF - Faculdade de Educação da BaixadaFluminense, where I had the opportunity to find some research findings, such as students who were already working in the networks making use of digital to give greater visibility to their actions in everyday life, working in the classroom who reported the mishaps of a forced learning to make possible an emergency remote teaching.