Entre as práticas de (multi)letramento e os processos de aprendizagem ubíqua da cultura digital: percepções estéticas de educadores das linguagens

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dc.contributor.advisorRizolli, Marcospt_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/4808339542698874por
dc.contributor.authorFofonca, Eduardopt_BR
dc.creator.Latteshttp://lattes.cnpq.br/4161477566095685por
dc.date.accessioned2016-03-15T19:44:49Z
dc.date.accessioned2020-05-28T18:09:49Z
dc.date.available2016-01-29pt_BR
dc.date.available2020-05-28T18:09:49Z
dc.date.issued2015-08-07pt_BR
dc.description.abstractContemporaneous society lives ubiquity to its fullest. However, the ubiquity alone does not reflect the reality of today's society, but when it appropriates the flexible ability of communication in social organizations, integrated to the digital culture, reconfigures a deployed hypermobility, or the ubiquity of networks, thought, information, knowledge, communication. In this sense, the changes mediated by hypermobility and digital literacy of technological ubiquity also resonate intensely in educational action and learning, precisely because these are integrated into this movement as an aesthetic of contemporary times. In this perspective, this research developed under the program of graduate studies in education, art and history of culture, college of education, university mackenzie, nears the approach to aesthetic perception in educational practice of languages the "pedagogy of (multi) literacies" and the ubiquitous learning. To enable these approaches, some essays (rojo, 2009, 2012a, 2012b, 2013; santaella, 2003, 2007, 2013th, 2013b) were fundamental to understand the boundaries of languages, its (multi)literacies, education, in the view the ubiquitous learning and the intense effect on the dimensions of interdisciplinarity, of digital culture. Thus, in a first discussion plan, with the development of the research, there was a need to overcome the basic limit on digital culture studies, which were already experiencing a lot of research to then investigate the implications of these contributions to analyze the aesthetic perception of languages educators. This approach was possible, methodologically, from the principles of qualitative research in lankshear and knobel (2008), based on the concept of aesthetic perception of maffesoli (1999), especially in the expansion of this view held by scherer (2005). According to scherer (2005), the representation that is established in the aesthetic perception is possible by releasing and contemplation in the analysis, which for both authors (maffesoli, 1999; scherer, 2005) becomes significant by constant motion. Thus, this movement, in the research, is reconfigured and by a new reading becomes inherent to the perception that the (multi) literacies provides aesthetic languages in the field of the construction range of meanings. This referral was realized as a result of applying a structured questionnaire with a broad construction of statements and references, which were focused on the provides aesthetic languages in the field of the construction range of meanings. This referral was realized as a result of applying a structured questionnaire with a broad construction of statements and references, which were focused on the main concepts of this study. Methodologically, the composition of the research subjects, was developed voluntarily by art teachers and languages of three campuses that comprise the federal institute of paraná. As data resulting from this qualitative analysis, it became clear that educators have already developed educational practices out over the teaching of languages integrated to new literacies and multiliterates practices. However, they envisioned a need for continuous formation that may develop increasingly an interdisciplinary aesthetic dimension, enabled from the ongoing dialogue with other fields of knowledge. Still, they brought the concern of a pedagogical work focused on the digital culture, placing it open in your daily life for this integration. So, they demonstrated through their perceptions effective proximity of the aesthetic movement of ubiquity in learning, realizing a current importance and recognizing an educational action with (multi)literacies practices in moderneng
dc.formatapplication/pdfpor
dc.identifier.citationFOFONCA, Eduardo. Entre as práticas de (multi)letramento e os processos de aprendizagem ubíqua da cultura digital: percepções estéticas de educadores das linguagens. 2015. 191 f. Tese (Doutorado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2015.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24607
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.subjectcultura digitalpor
dc.subjectlinguagenspor
dc.subject(multi)letramentos. Aprendizagem ubíqua, percepçãopor
dc.subjectestéticapor
dc.subjectdigital cultureeng
dc.subjectlanguageseng
dc.subject(multil)iteracieseng
dc.subjectubiquitous learning aesthetic perceptioneng
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/4190/Eduardo%20Fofonca.pdf.jpg*
dc.titleEntre as práticas de (multi)letramento e os processos de aprendizagem ubíqua da cultura digital: percepções estéticas de educadores das linguagenspor
dc.typeTesepor
local.contributor.board1Andrade, Maria de Fátima Ramos dept_BR
local.contributor.board1Latteshttp://lattes.cnpq.br/2272192785424412por
local.contributor.board2Bueno, Marcelo Martinspt_BR
local.contributor.board2Latteshttp://lattes.cnpq.br/5593879626315474por
local.contributor.board3Soares, Suely Aparecida Gallipt_BR
local.contributor.board3Latteshttp://lattes.cnpq.br/1084851064977338por
local.contributor.board4Hardagh, Claudia Coelhopt_BR
local.contributor.board4Latteshttp://lattes.cnpq.br/4855101093806729por
local.contributor.board5Areu, Graciela Inés Presaspt_BR
local.contributor.board5Latteshttp://lattes.cnpq.br/5816715292388252por
local.publisher.countryBRpor
local.publisher.departmentEducação, Arte e Históriapor
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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