| 1. |
- da Silva, Madalena, et al.
(author)
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Elementos da cultura digital para o ensino de filosofia no Ensino Médio: o que dizem as pesquisas? : Elements Of Digital Culture For Teaching Philosophy In Highschool: What Does The Research Say?
- 2023
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In: Educação em Análise. - 2448-0320 .- 2448-0320. ; 8:1
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Journal article (peer-reviewed)abstract
- Digital culture refers to the practices, habits, and values that emerge from people'sinteractions with digital technologies, such as the Internet, social networks, and mobile apps,among others. In the curriculum of basic education, it is necessary to work with elements of DigitalCulture so that students can exercise digital citizenship in a critical and reflective way. However,research indicates that teachers, many of them digital immigrants, do not have appropriateresources from the Digital Culture to teach their classes while students, digital natives, observe theidiosyncratic logic and dynamics of school with their reality and notice a great mismatch. Based onthis context, the question is: what are the elements of digital culture that contribute to the reflectionand criticality of students in the teaching of Philosophy in high school? The aim of this text is tohighlight the resources of digital culture that contribute to the reflection and criticality of studentsin the teaching of Philosophy in high school. The methodology is a qualitative bibliographicapproach. As a result, it was observed, in existing research, that the digital resources adopted inpedagogical practices contribute to the teaching of Philosophy and that, depen ding on the resourceused, they allow: illustrating philosophical concepts and theories in a concrete way; stimulatephilosophical and critical reflection; develop critical skills; stimulate debate; share ideas andopinions on philosophical topics; democra tize access to illustrative, representative and interactivephilosophical content; offer different perspectives according to the context and pedagogicalintentions.
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| 2. |
- Pereira da Silva, Madalena, et al.
(author)
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As tecnologias digitais da informação e comunicação como polinizadoras dos projetos criativos ecoformadores na perspectiva da educação ambiental
- 2020
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In: Revista Polyphonía. - Goiânia : Universidade Federal de Goiás. - 2236-0514 .- 2238-8850. ; 31:1
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Journal article (peer-reviewed)abstract
- In order to contribute to an inclusive, democratic society aware of the instructional demandsof the collective within the scope of the educational space, this study outlines someapproximations between the ‘Creative School’ and 'Citizen School' projects. The analysisdiscusses that both initiatives, with their converging and diverging characteristics, are mutuallycomplementary and contribute to global education. Contributions include the guidingprinciples of the International Network of Creative Schools (RIEC) and the experience reporton eco-pedagogical practices issued by the Federal Institute of Santa Catarina, São José Campus(IFSC/SJ), Brazil, which were historicized by means of Digital Information andCommunications Technologies (DICT). In the analyzed experience, digital didactic gameswere deemed as a disseminating instrument of creative eco-pedagogical projects (CEP) andcontributed so that environmental education activities taking place in the Campus were notdiscontinued, but rather resignified by the new subjects who were given the opportunity toengage in such activities.
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