Teaching and learning in the new conditions of the digital age: challenges for reading and writing environments transformed
Issue
Section
Keywords:
Digital age, Technology, Teaching, Communication, Speech
Published
Abstract
This paper presents an analysis of some of the challenges experienced by educators and educational institutions in the digital age. It elaborates a reflection on cyberculture and the construction of knowledge, assessing the consequences of this phenomenon for the practices of teaching and learning reading and writing in environments transformed by communication technologies. Overcoming notions of the first theories of communication, we adopt a discursive perspective to argue that the communicative act nowadays should be understood as a complex action, constitutive of the socio-historical subject, motivated by his intention. This perspective of reading and writing, puts fourth challenges such as the redistribution of authority in educational settings, the new roles assigned to the subjects participating in the learning process, as well as in the interlocutive exchange mediated by technology itself. The digital era introduces reframing processes to the experience of teaching and learning, in which all involved subjects are oriented towards the pursuit of co-construction of knowledge that occurs concomitantly autonomously and cooperatively.
Downloads
Supporting agencias
NoLicense
Copyright (c) 2016 The authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors publishing in this journal agree to the following terms:
- Authors retain copyright and grant in the journal the right of first publication of the work, registered under a Creative Commons acknowledgement licence (CC BY-NC-SA), which allows dissemination with acknowledgement of authorship and first publication in this journal.
- Authors may independently enter into other contractual arrangements to allow publication of the version published in this journal in other media (e.g., in an institutional repository or in a book), with acknowledgement of initial publication in this journal.
- Authors have permission to publish their work online and are encouraged to do so (e.g., in institutional repositories or on their website) before and during the submission process, because it can produce good results and lead to the published work receiving more citations (see The Effect of Open Access).
PRIVACY STATEMENT
Names and email addresses on the journal website will only be used for the uses indicated in this journal and will not be made available for any other use or to third parties.
Downloads
References
Baker, M.J., Quignard, M., Lund, K. & Séjourné, A. (2003). Computer-supported collaborative learning in the space of debate. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.) Designing for Change in Networked Learning Environments : Proceedings of the International Conference on Computer Support for Collaborative Learning 2003, pp. 11-20. Dordrecht: Kluwer Academic Publishers.
Benveniste, E. (1958). Problemas de linguística geral I. Campinas: Pontes, 1988,p.285.
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: Aninquiry into the nature and implications of expertise. Chicago: Open Court.
Carneiro, M.; Geller, M.; Passerino, L. Navegando em Ambientes Virtuais: Metodologias e Estratégias para o Novo Aluno. Disponível em:< http://www.ufrgs.br/nucleoead/documentos/carneiroNavegando.pdf>. Acesso em 24 maio 2016.
Charaudeau, P. (2006). Discurso das mídias. São Paulo: Contexto.
Chartier, R. (1994) Do códex à tela: as trajetórias do escrito. In: CHARTIER, R. A ordem dos livros: leitores, autores e bibliotecas na Europa entre os séculos XIV e XVIII. Brasília, DF: UnB. p. 95-111.
Coscarelli, Carla Viana. Reading multiple sources on line. Disponível em:< www.rsd.ucpel.tche.br/index.php/rle/article/viewFile/1147/809>. Acesso em 02 jun.2016.
Crook, C. (1996). Computers and the collaborative experience of learning. New York: Routledge.
De Oliveira, J. M., Henriksen, D., CastaD., Casta.Marimon, M., BarberB, E., Monereo, C., C Mishra, P. (2015) The educational landscape of the digital age: Communication practices pushing (us) forward (Special Issue). RUSC. Universities and Knowledge Society Journal, Vol. 12, No. 2, pp. 14–29. doi:http://dx.doi.org/10.7238/rusc.v12i2.2440
Dillenbourg, P (2000). Virtual learning environments. Workshop on virtual learning environments. Retrieved from http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.5.18.pdf
Eco, U. (1979) Apocalípticos e integrados. São Paulo: Perspectiva.
Freire, P. (2003) Pedagogia da autonomia - saberes necessários à prática educativa. São Paulo: Paz e Terra.
Harasin, L. et al (2000). Redes de aprendizaje. Guía para la enseñanza y el aprendizaje en red. Barcelona: Gedisa.
Jewitt, C. (2006). Technology, literacy, learning: A multimodality approach. London: Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lemos, André. Cibercultura como território recombinante. Disponível em: < http://www.com.ufv.br/cibercultura/wp-content/uploads/2014/02/01.-Andr%C3%A9-Lemos-Cibercultura-como-Territ%C3%B3rio-Recombinante.pdf>. Acesso em: 02 jun.2016.
Lévy, P. (1999). Cibercultura. Rio de Janeiro: Editora 34.
Kress, G. (2006). Meaning, learning and representation in a social semiotic approach to multimodal communication. In A. McCabe, M. O’Donnell, & R. Whittaker (Eds.), Advances in Language and Education (pp. 15–39). London: Continuum.
MARI, H. (2016) Linguagens, discursos e tecnologias.Conferência Programa de Pós-graduação em Estudos de linguagens. Centro Federal de Educação Tecnológica de Minas Gerais. 23 fev. 2016. Texto impresso, p.3.
Moran, J. M. (2003) Contribuições para uma pedagogia da educação online. In: SILVA, M. (org.) Educação online: teorias, práticas, legislação, formação corporativa. São Paulo, Loyola.
MORAN, J. M. Educação inovadora na sociedade da informação. Disponível em: . Acesso em 24 maio 2016.
Pretti, O. (2002). Fundamentos e políticas em educação a distância. Curitiba: IBPEX.
Rogoff, B. (1993). Aprendices del pensamiento. El desarrollo cognitivo en el contexto social. Barcelona: Paidós.
Soares, M. (2002) Novas práticas de leitura e escrita: letramento digital. Educação e Sociedade, Campinas, v. 23, n. 81, p. 143-160, dez. 2002. Disponível em: <http://www.scielo.br/pdf/es/v23n81/13935.pdf>. Acesso em: 31 maio 2016.
Soek A. M; Gomes, D. L. (2008) As relações de ensino/aprendizagem na Educação a Distância e o trabalho do tutor como mediador do conhecimento. In: Revista Intersaberes/ano3 n. 6, p. 166 - 176 | ISSN 1809-7286.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wenger, E (2001). Comunidades de práctica. Aprendizaje, significado e identidad. Barcelona: Paidós.
