A influência da cultura digital na percepção do papel das tecnologias na vida dos alunos

Abstract

This dissertation is the result of research developed within the Postgraduate Program in Education (PPGEdu), from the University of Passo Fundo, in research line 2 - Processes Educational and Language. We discuss concepts such as cyberspace, cyberculture, society in network and digital culture, as well as the relationships of these concepts with current society, their implications for education and subjects in the 21st century. The work covers the perspective of the relationships between the school, the teacher and the student, as well as the responsibilities of schools and teachers towards an emancipatory, transformative, digital culture conscious and critical. We address the challenges faced by the school and the need, defended by authors such as Castells (1999, 2017, 2023, 2024); Lévy (1999); Recovery (2009); Teixeira (2010); Charlotte (2020); Dalbosco (2015); Zuin (2012); Resnick (2020); Anderson (2012); Prensky (2021); Santaella (2023); Moran (2012); Nóvoa (2022) from a transformation not only of physical spaces, but also of curricula and methods of teaching. It is within this orientation that we seek to identify the influence of digital culture on students' perception of the role of technologies in their lives. We highlight the question of our research: What is the influence of digital culture on the perception of the role of technologies in students' lives? Our general objective is to analyze the relationship between digital culture and perception of students about technologies. The specific objectives are the following: to investigate how Students' exposure to digital culture affects their perception of technologies, considering positive and negative aspects; identify students’ main difficulties in using technologies for pedagogical and scientific activities; identify key skills and knowledge necessary to promote digital culture; investigate how digital culture influences the mediation of activities and the relationship between teachers and students in the disciplines of Mathematics, Portuguese Language, Arts, Sciences, History and Geography; identify the influence of digital culture in students' perception of the role of technologies in their lives. The field of study was the interdisciplinary project "Digital Paths: Digital Culture in Human Formation", carried out in a 9th year class of elementary school II in a school located in the municipality of Irani, SC, composed of twenty-two students. The project involved teachers from the subjects of Mathematics, History, Geography, Science, Portuguese and Arts. It is a pedagogical sequence of seven activities involving digital culture with the aim of developing the skills and abilities for digital culture described in BNCC. An empirical, single-case, descriptive and qualitative study was carried out. You methods used to collect evidence were: participant observation and the use of physical artifacts. In analyzing the data, we used a general analytical strategy, developed through the case description, and, as part of the overall strategy, we employ specific analytical techniques in the form of analysis of program logic models, combining standard matching techniques and time series analysis (Yin, 2001). We conclude that the project "Digital Paths: Digital Culture in Human Formation" provided a significant and positive influence on students' perception of the role technologies in their lives. The project promoted greater interaction and collaboration, facilitated the mastery of new technological tools, enriched the experiences of learning and increased understanding and digital responsibility among students.