The tribes in the context of the digital technological hybridism: the constitution of the virtual digital acquaintanceship

Autores

  • Luciana Backes Centro Universitário La Salle
  • Cleber Gibbon Ratto Centro Universitário La Salle

DOI:

https://doi.org/10.20396/etd.v18i3.8646105

Palavras-chave:

Graduation of the educator. Digital technological hybridism. Emerging technology. Digital virtual acquaintanceship.

Resumo

The article approaches the graduation of the educator in the contemporaneity, investigating the processes of teaching and learning through emerging digital technologies (DTs). The DTs can be understood as acquaintanceship places, while they enable the representation of the perception about the knowledge, the dialogical relationship and the interaction among participants. In other words, thinking the human being regarding the other. The problem includes two aspects: the context of the digital technological hybridism and the constitution of the virtual acquaintanceship. The reflection about this problem took place during the initial graduation courses of the educator, developed in Brazil and in France, in the digital technological hybridism context – composed by DTs: Learning Virtual Environment; Instant Communicator; Blog and Metaverse. The empirical data resulted from the process of interaction and representation of perception of the participants in the proposed activities. Those data were submitted to the methodology of content analysis. Thus, in the research, we evidenced that the constitution of virtual digital acquaintanceship occurs through: thrilling encounters, the aesthetics that founds the “tribes”; the daily “being-together” that is established in sociality and otherness; the dialogical relationships in the interaction processes; the structural coupling established in acquaintanceship. Therefore, we believe that in the educational context, the development of problematizing (disturbance) pedagogical practicing of the daily living and living together is important, in congruency with the DTs that potentiates the interaction.

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Biografia do Autor

Luciana Backes, Centro Universitário La Salle

She is Scholar in the Post Doctoral State Abroad from CAPES, to be done in l’Université Paris Descartes – Paris V – Sorbonne, in the context of the Centre d’Études sur l’Actuel et le Quotidien (CEAQ). Doctor in Education by Universidade do Vale do Rio dos Sinos (UNISINOS) and in Sciences de l’Éducation by Université Lumière Lyon 2. Master in Education by UNISINOS and Specialist in Informatics in Distance Education by Universidade Federal do Rio Grande do Sul (UFRGS). Graduated in Pedagogy, also by UNISINOS. She is currently researcher professor in the Pos Graduation Program in Education in the Centro Universitário La Salle (UNILASSALE) and in the Computing Course. She develops research projects and theorization about: Education, Educator’s formation, Pedagogical practices, Digital technologies, Emerging digital technologies (mainly in metaverses – Digital Virtual World in 3D – in the context of digital technological hybridism), Virtual communities of learning, Tribes, Structural coupling in different domains, Configuring of digital virtual spaces, Constitution of living of digital virtual nature and Emerging culture in digital virtual spaces. Several of her articles have been published in journals and events and abroad, besides being the author of books and chapter in books published. She is one of the authors of the book: “Learning in Metaverses: Co-Existing in Real Virtuality”, edited by IGI Global in 2015.

Cleber Gibbon Ratto, Centro Universitário La Salle

Psychologist. Psychoanalyst. Doctor of Education from the Catholic University of Rio Grande do Sul - PUCRS. Fellow researcher productivity of the National Council of Scientific and Technological Development of Brazil (CNPq). Professor and researcher at the Graduate Program in Education of the University Centre La Salle - UNILASALLE and the Graduate Program in Rehabilitation and Inclusion of the Methodist University - IPA. Research topics in the field of contemporary culture, ethics and sociability, focusing on research on youth. It has a number of scientific articles published in national and international journals. Published in 2012 the book Compulsion to communication: ethics, education and self-reference. (Publisher Appris) leads the research group Contemporary culture, sociability and educational practices (CNPq), forming new researchers in the field.

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Publicado

2016-08-30

Como Citar

Backes, L., & Gibbon Ratto, C. (2016). The tribes in the context of the digital technological hybridism: the constitution of the virtual digital acquaintanceship. ETD - Educação Temática Digital, 18(3), 564–579. https://doi.org/10.20396/etd.v18i3.8646105