Práticas pedagógicas na perspectiva do hibridismo tecnológico digital

Abstract

Nowadays, Digital Technologies (DT) present a lot of opportunities for interaction, communication and knowledge representation, contributing to the configuration of digital virtual living spaces that enhance the processes of teaching and learning from the perspective of digital hybrid technology. In this context, questions emerge, such as: what are the aspects in the process of teaching and learning that contribute to the setting of living spaces in the context of hybrid digital technology? What are the characteristics of pedagogical practices that take advantage of a formation for this time and this space? Thus, we developed training processes in higher education contexts, Brazil and France, in view of the digital hybrid technology, which used the following DT: virtual learning environment, instant messenger, blog and metaverse. The formative processes developed by Project Methodology basedin Problem (Brazil) and the Methodology of Pedagogical Case Study (France). Empirical data representations are expressed in the DT, in the process of interaction between students and submitted to content analysis methodology. The content analysis performed by units of analysis, has undergone treatments qualitative, quantitative, and qualitative again. This complex analysis prompted us to reflect on teaching practices as a possibility to discuss the current reality, using the DT congruently. Thus, students are encouraged to (re)define the current reality, a condition of responsibility for the DT in order to find alternatives to emancipation in the construction of new knowledge.