#CurrículoEmConexãoComAcibercultura: a sociabilidade ciborgue e as juventudes no Ensino Médio

• Ano de defesa: 2017
• Autor(a) principal: Aline Goncalves Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Tecnologias digitais; Cibercultura; Juventude; Currículo; Sociabilidade ciborgue; Ensino médio; Sociabilidade; Curriculos; Educação; Inovações educacionais; Tecnologia educacional; Ensino auxiliado por computador; Educação do adolescente
• Link de acesso: http://hdl.handle.net/1843/BUOS-AQQJXT

Contemporary subjects have been hyper connected to network, on cyberspace with the several possibilities it can offer. Internets use by youth is associated to deep changes on the ways of living, in relations with space, time, school and more specifically with school curriculums. This connection with digital technologies and with cybercultures elements, on a wide way, has challenged school education, the teaching practices, and has produced different questions on curricular scenes. Thus, I bent over to discuss the actuation of cyberculture on lived curriculum with a high school class at a public school. In this sense, as general argument for this master dissertation, I affirm that cyborg sociability acts on lived curriculum production. Moreover, this way of being in relation which Ive named cyborg sociability consists in the fusion of playful practices, which are lived among subjects, presencially, at cyberspace. Cyborg sociability is a playful way of interaction and it is composed in relation with cybercultural elements, such as smartphones, WhatsApp, nude selfie practices and music in connection with technologies. Cyborg sociability is, by this way, an amalgamated junction of playful practices which are lived by subjects into an analogic and digital way. It is constituted by frolics, mocking and irritations and, thus, is the central axis of experiences with the high school class which was investigated. For the development of this research, I used, as methodology, educational etnography and, through this method, I stayed on field during the first semester of 2016. So, I applied questionnaires, I did interviews and observations on the institution which was researched. Therefore, as main theoretical references, I used productions from yough sociology area, from curriculum studies and also some concepts from Michel Foucault, which helped on the analytic work.