Invenções e Intervenções Ciberculturais

possibilidades na Educação de Jovens e Adultos

Abstract

In this article, our main objective is to understand the possibilities of enhancing the learning process in Youth and Adult Education (EJA), considering the cybercultural context, the contemporary curricular artifacts that can enhance the training processes and how the insertion of different environments training courses can enrich the training process of students in this modality. We used as a methodology the research-training in cyberculture (SANTOS. E, 2019) considering the daily lives (ALVES, N., 2019), which form and inform us, with a multi-referential approach (MACEDO, 2012), which allowed us to weave, interpret and have a more complex and intelligible understanding of the practices and narratives that emerged from this context. To this end, we brought the proposal of two acts of curriculum, activities developed with and by practitioners, from which it was possible to observe the importance of development at school, as a face-to-face learning environment, of other literacies besides school, multiliteracies (ROXO, 2013; STREET, 2014; SOARES, 2009), in the enrichment of the training process, enhanced by the expansion of the 'space-times' of learning with the use of technological artifacts (smartphone) and WhatsApp, as virtual environments for learning, authorship and also, productions in the networks as a result of cyberculture, in the relationship between city and cyberspace. Understanding, therefore, the importance of resignifying and discovering new uses, promoting socialization, even among geographically distant people, seeking dialogicity and interactivity, with the intention to help the development of pedagogical practices that expand the possibilities, the look and the formation of Education students of Youth and Adults.