(Re)pensando a cibercultura no contexto educacional
O objetivo deste artigo é abordar a
cibercultura como uma forma de relacionamento
da sociedade com a informática, com as redes,
com a multimídia, com a educação, com os
jogos eletrônicos, enfim, com os modos de
navegação que produzem a comunicação
dando-lhe sustentação. Essa cultura high tech
é proveniente da utilização do ciberespaço
constituído pelas redes tipo internet e pelos
computadores que se comunicam. Uma
sociedade emergente, caracterizada como da
informação ou do conhecimento, conectada
por fios ou por wifi, formam uma base para
que novas capacidades e novas organizações
produzam a sociedade ciber, cuja técnica e
cultura se relacionam, traduzindo os efeitos
da tecnologia na educação, notadamente no
ensino superior e os desafios na formação
desse profissional contectado. A técnica, cultura
e sociedade estão imbricadas e se relacionam,
sem que necessariamente seja enfatizado o
“impacto” da tecnologia na sociedade, mas,
fundamentalmente que essa tecnologia seja
pensada como produto da sociedade, da
cultura e da educação, conforme Pierre Lévy,
Manuel Castells e Zygmunt Bauman atestam e
nos fazem compreender onde estamos nesse
universo interconectado.
(Re)pensando a cibercultura no contexto educacional
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DOI: 10.22533/at.ed.5941923081
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Palavras-chave: Cibercultura. Ensino e Aprendizagem. Tecnologia e Educação.
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Keywords: The purpose of this article is to approach cyberculture as a way of relating society to computer science, to networks, to multimedia, to education, to electronic games, in short, to the navigation modes that produce communication, giving it support. This high tech culture comes from using cyberspace made up of internet-type networks and communicating computers. An emerging society, characterized as information or knowledge, connected by wires or wifi, form a basis for new capacities and new organizations to produce cyber society, whose technique and culture are related, translating the effects of technology on education, notably in higher education and the challenges in the training of this connected professional. Technique, culture and society are intertwined and related, without necessarily emphasizing the “impact” of technology on society, but fundamentally that this technology is thought as a product of society, culture and education, as Pierre Lévy, Manuel Castells, Richard Barbrook and Zygmunt Bauman attest and make us understand where we are in this interconnected universe.
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Abstract:
The purpose of this article is to
approach cyberculture as a way of relating
society to computer science, to networks, to
multimedia, to education, to electronic games,
in short, to the navigation modes that produce
communication, giving it support. This high tech
culture comes from using cyberspace made up
of internet-type networks and communicating
computers. An emerging society, characterized
as information or knowledge, connected by wires
or wifi, form a basis for new capacities and new
organizations to produce cyber society, whose
technique and culture are related, translating
the effects of technology on education, notably
in higher education and the challenges in
the training of this connected professional.
Technique, culture and society are intertwined
and related, without necessarily emphasizing
the “impact” of technology on society, but
fundamentally that this technology is thought as
a product of society, culture and education, as
Pierre Lévy, Manuel Castells, Richard Barbrook
and Zygmunt Bauman attest and make us
understand where we are in this interconnected
universe.
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Número de páginas: 15
- Jorge Luiz Cabral Nunes
- Cristiane Tavares Fonseca de Moraes Nunes
