A aprendizagem emergente do acoplamento dos jovens com as tecnologias digitais - TUMBLR.

Abstract

The idea of this research arose from the need to investigate how does the process of cognition/ subjectivity of young students in the digital world, using a hybrid blog and social network, called tumblr and how I am deeply involved in this process. With this experience I wanted to live intensely the process of building autonomy, cooperation and engagement with the machine of all involved. As an observer included in the survey, I have used self-narratives and I have watched it as they emerged em term of cognition and subjectivity in myself and my subjects of research, always supported on empathy. This explains my methodological option for the first person to handle me as a subject-author. To support my experience I used the theory of complexity by noise (ATLAN, 1992) and the Biology of Cognition (MATURANA and VARELA, 2003), giving the observer's account included in the survey, from the reality as becoming, the structural coupling and learning from the complexity, thus enabling the context of this experience. The work dynamics included a group of 10 students of the 6th year, the Municipal School of Basic Education Padre Nobrega, in Santa Maria, RS, Brazil, with age between 11 and 13 years. The activities were developed in weekly meetings of one hour during one quarter. To generate the search of experiences proposed the use of tumblr, where students could post text, images, videos, links, quotes, audio, its self-narratives, your emergencies and disruptions as an exercise in becoming and also authored originating exchange between the group. Experiments were treated from the theoretical markers of autopoiesis, metacognition, the complexity by noise and technological coupling, from self-narratives that emerged from disorders of young people when tumblr use and spatial relationships of coexistence where flowed language. The self-narratives of students allowed me to do a reading emotions, enchantment, learning and understanding. It is an awareness of myself, of my process of living, social interactions. Education, then is the process of living together and become transformed reciprocally. And this process happened with me as much with students involved in the research. Students narrated themselves, responding to disturbances put to them, turned to each meeting, learned new ways to reach the proposed activities, improved their relations as a group, and I also made this way. Emergencies that shot this search led me to rethink the practice used in our school spaces. Learning is inherent in live, we live in relationship with the environment, which should be space for talks and loveliness, but sometimes that's not what we found, many were the questions that emerged from this research, I could not to deep here . So, I leave my perceptions, the account of my constitution as a researcher, but I am aware that the experience continues and more and more new insights emerge in my way giving me new research directions.