| dc.description.abstract | Having as thread the technologies and the mediatization process of contemporary society, it was attempted to cross the theoretical conceptions of technological environment for the construction of the society with the perceptions of teachers and students who participate of research center groups of the Social Work Course of the Federal University of Piauí - UFPI , about the uses, interactions ( registration) with media devices and contexts to infer about the educational practices of these agents with the Internet in academic production. The technologies of today's society, among which the Internet, permeated by varied dynamics, are present in all sectors of human life, imposing changes in society , culture, politics, economics , finally , in the simplest activities of everyday. In education, like the other fields, the midiatic culture is shown in a evident way, raising new alternatives for teaching, research, expanding the possibilities of interaction. By virtue of its interface character, the study is based both on theoretical concepts of communication, as well as in educational theorists. Respected Brazilian authors such as Braga (2002, 2005, 2006, 2008), Fausto Neto (2006), Ferreira (2006, 2010a, 2010b) were taken in consideration- as well as foreign ones, such as the French theorist, Miège (2009 ), Levy (1999, 2000), Lahire (2002), Silverstone (2002), Castells (2003) and other authors that make the theme an object of study and reflection. Moran (2002, 2012), Branch (2002), Birth (2003), and others that, although focused on education, they are also concerned about the new media settings and their implications in education and knowledge building. From the data collected through semi-structured interviews, the technique of observation and semi-open questionnaire, it was possible to infer that the internet, in particular, in its evolution, brings up new and exciting challenges and it becomes stronger among educational agents, who start to live in a new endless and interactive communicative flow, which consequently drives the registration of these agents into the media processes. However, the occurrence of transformations of practices is linked to the manner of these agents application in media processes, ie, ways of uses and interactions with the internet in the academic production. In this sense, the “technological reification”, which is the perception of technology as a heap of technical resources, isolated, discontinuous, unrelated to social reality, prevents agents to achieve new practice perspectives. Therefore, teachers and students need to be open to incorporate this new reality. The usage of technology in education and research requires skills, both practical for handling the tool itself, as theoretical, to seamlessly integrate these techniques to the activities of teaching, learning and producing knowledge. Thus, it is possible to assert that in all circumstances, alienation and technological reification should be avoided. The information it provides, not always, brings up convincing answers to the demands and desires of educational agents. | |
