Repositori URV

Identificador: imarina:6365897

Handle: https://hdl.handle.net/20.500.11797/imarina6365897

Autors:
Janaina Minelli de OliveiraPatrícia Rodrigues Tanuri BaptistaLílian Arao

Resum:
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.