Mediação tecnológica: repercussões na constituição da inteligência coletiva

Abstract

This dissertation addresses the technological mediation and its effects on the creation of collective intelligence in the continuing education held in virtual learning environment managed and developed by the Continuing Education Center, Technology Development and Services to the Public Education Network (CEFORT), housed the Faculty of Education (FACED) of the Federal University of Amazonas (UFAM). The interest in the area finds its justification in the lived experience as tutor the distance, in mediation activities in specialized courses for professional teaching Public Education Network Manaus, Amazonas. Thus, this study brings as a research object, problem management and the development of continuing education for teaching professionals, with a view to investigate whether the activities made available by technological tools are empowering, in collaboration between all those involved these courses, the questioning of the subject matter and its subsequent reinterpretation. In this sense, investigates the methodological systematic management and development of continuing education, highlighting the role of technological mediation in the constitution of a collective intelligence in the course. The research methodology is qualitative, with the research and analysis methods and interpretation of the case study and the analysis of content, respectively. As methodological procedures held a literature review, where the concepts of mediation were removed, collective construction of knowledge and collective intelligence, the main support the work of the sociologist and philosopher Pierre Lévy, whose theory deals with the relations between individuals, society , culture and techniques in contemporary times. Dialogue with Lévy: Constructivism (in Jean Piaget approach), to draw a conceptual line of the processes that involve the construction of knowledge to the present day; and the theory of mediations, represented by the Brazilian researcher Isabel Orofino, Martin-Barbero and Roger Silverstone, whose mediation approach lies in the relationships between subjects, digital media, new technologies, society and culture. The document analysis included the political pedagogical project; teaching plan, schedule of activities, orientation guide, schedule face meeting and thematic workshop, concerning the activity 1 - virtual forum and discipline "Public Policy in Early Childhood Education," clipping of the reality of this study. The chapters are divided into three stages: 1. Presentation of the methodological development of the virtual learning environment of continuing education; 2. Presentation of the theoretical framework that guides this dissertation; 3. Analysis of records (content) posted on the virtual forum. The research does not provide a closed conclusion itself, but makes room for its continuity from the exploitation of other aspects concerning the technological mediation and its effects on the creation of collective intelligence in continuing training.