Reflecting on a philosophical matrix that can embrace the epistemology of active methodologies before digital humanism

Abstract

The present study reflects on the theoretical and practical foundations that make up educational practices in the context of cyberculture in the face of the cognitive possibilities presented by cyberspace experienced in daily university education. Among the questions researched are how to epistemologically resignify the educational practices in relation to learning processes, enabling the questioning about: how to project the teacher pedagogical action in front of the cognitive possibilities of cyberspace? What is the teaching role in relation to the student immersed in the daily experience of cyberculture? Faced with the emerging contemporary scenario of liquid transformations, we sought to deepen the meaning of cyberculture in the perspective and its relationship with teaching practice. Later, we studied pedagogical practices that emphasize the communicative potential of cyberspace in cognitive construction. The research reflects on university learning experiences and the sense of a pedagogical internationality focused on the connections between cyberculture and cyberspace. As for the theoretical framework of the expressions "Cyberculture" and "Cyberspace", both are constituted and revisited in the works of Pierre Lévy. The study is bibliographic and of a qualitative, dialectic character and is linked to the Doctoral research in the PPGEDU of the URI- Frederico Westphalen, in the Line: Educational Processes, Languages and Technologies.