Commentary: Visual Cultures, Publication Technologies, and Legitimation in the Life Sciences.

This paper comments on five articles in the special issue "Circulating Images in the Life Sciences." It sees the papers as unified by two themes. The first is their attention to the processes of legitimation. The second is the embedding of the images in textual cultures, which changed over time from the mid-nineteenth century to the very recent past, most notably with the recent advent of digital culture.

Factors that favor or hinder the acquisition of a digital culture in large organizations in Chile.

Organizational culture is often perceived as a valuable strategic asset supporting business transformation and the exploitation of digital technologies. Still, it can also be the source of inertia that impedes change. The research question proposed is What factors favor or hinder the acquisition of digital culture in large organizations in Chile? The aim is to rank factors that promote a digital culture based on the perception of executives using the Delphi method. The expert panel was selected with strategic criteria, considering practical knowledge, up-to-date experience on the subject, and having high decision-making positions in large companies in Chile. The main statistics used are media, maximum, minimum, and average range, along with the search for consensus determined by the interquartile range and Kendall's W concordance coefficient. Results show a high level of agreement on the importance of digital strategy and digital leadership factors when favoring a digital culture in large companies in Chile. However, large companies in Chile must pay attention to the conservative triad of elements that characterize Chilean work culture that considers the belief that changes are exclusively possible when commanded by the strategic apex, a hierarchical work culture that prevents collaborative work, and the rejection of disruptive change. These factors and cultural characteristics will likely hinder any attempt to succeed in a digital transformation plan.

Semiotic Approach to the New Perspectives on Inner Speech.

The article aims at identifying the new perspectives on the study of inaudible internal communication, known as inner speech. This is done by addressing the role of semiotic approach in the contemporary studies of inner speech, emphasising the role of contemporary culture in the formation of human inner communication processes, as well as by critically addressing the recent publications that outline the new directions in inner speech research, more specifically "New Perspectives on Inner Speech" edited by Pablo Fossa (2022). The article develops and expands the framework of the new perspectives on inner speech by focusing on such aspects of inner speech research as the language of inner speech, the role of contemporary digital culture in the formation of inner speech and the advances in the recent research methodologies. The discussions established in the article are based on the recent inner speech studies, as well as the author's own diverse experience in researching inner speech within his PhD research (Fadeev, 2022) and his experience at the inner speech research group at the Department of Semiotics at the University of Tartu.

Environmental conditions, mobile digital culture, mobile usability, knowledge of app in COVID-19 risk mitigation: A structural equation model analysis.

Introduction: The mobile digital culture (MDC) supports individual lives, communities, and real-time organizational surveillance during COVID-19 emergencies. Hence, the study examined the advancement in smart health devices evidence in smartphone apps technologies in surveillance, control, and tracking potential virus areas among high-risk populations. Objective: The study explored how environmental condition and MDC mediates between knowledge of App and mobile usability in the prevention of COVID-19 infection in high-risk areas. Methods: Using the concept of UTAUT, the study conceptualized that mobile usability, MDC, knowledge of App and environmental condition, are essential for COVID-19 mitigation. A cross-sectional method was adopted through an online survey to assess data from n = 459 mobile users. The association of the study models was appraised through structural equation models (Amos v.24.0). Result: We found mobile usability, knowledge of App, and MDC were statistically significant to COVID-19 mitigation. Environment condition as mediator had no effect in the study models. However, moderating effect of MDC shows a negative influence on the association between COVID-19 mitigation and knowledge of apps. Conclusion: Future policies should consider the development of mHealth technology to improve end-user experience. Also, future policies should entail data privacy to reduce the infringement of data collected. This approach will lead to a confidential, high acceptance of usability of mHealth apps infectious disease prevention.

Traumatic past in the present: COVID-19 and Holocaust memory in Israeli media, digital media, and social media.

The COVID-19 pandemic began in 2019, spread to the rest of the world in 2020 and still holds nations in its grip in 2021. There is scant research on the way it has affected Holocaust awareness. Based on scholarly work on Holocaust awareness in Israel, the top-down memory of the Holocaust in the media and the vernacular Holocaust memory on social media, this article analyzes the ways the Holocaust became a frame of reference in Israel for the interpretation of the COVID-19 pandemic and the newest link in a long chain of using the Holocaust as a prism for other topics in Israeli society. The article centers on the evolution of the COVID-19 - Holocaust references and the role of media and social media in it. It shows that the initial panic created a wave of comparisons between the Holocaust and the pandemic in the media and social media. In the second half of the year, as the restrictions and two more lockdowns became part of life, references to the Holocaust changed - negative reactions to COVID-19 government regulations and law enforcement were compared on social media to Nazi acts. The Israeli media did not create these comparisons but reported them widely and contributed to their circulation.

O duplo aspecto educativo dos jogos digitais como vivência de lazer de crianças e jovens / The double educational aspect of digital games as a leisure experience for children and young people

Os jogos digitais incorporaram-se nas vivências de lazer de crianças e jovens. São importantes mediadores da cultura contemporânea e apresentam indícios de potencial educativo nas experiências lúdicas que produzem. Nesse sentido, o objetivo do estudo foi compreender por quais vias ocorre a educação para os games e identificar expressões de aprendizagem por meio da vivência dos jogos digitais. Aplicamos um questionário com 21 alunos e 14 alunas de 6° ano do ensino fundamental, com faixa etária entre 10 e 14 anos. Identificamos a mediação familiar e domiciliar no princípio da educação para os jogos digitais, bem como a presença dos círculos de amizades e das tecnologias nesse processo. Neste ponto chamamos atenção para a ausência da escola, da Educação Física e, principalmente, do Estado como instituições e ambiências mediadoras da formação cultural infanto-juvenil para, com e sobre o universo lúdico digital.

The digital games have been incorporated into the leisure experiences of children and young people. They are important mediators of contemporary culture and show signs of educational potential in the playful experiences they produce. In this sense, the objective of the study was to understand the ways in which education for games occurs and to identify expressions of learning through the games experience. We applied a questionnaire with 21 boys and 14 girls from the 6th year of elementary school, aged between 10 and 14 years old. We identified family and home mediation in the principle of education for games, as well as the presence of circles of friends and technologies in this process. At this point, we call attention to the absence schools, Physical Education and, mainly, the State as institutions and environments that mediate children's and youth cultural education for, with and about the digital ludic universe.

Contribuições de um núcleo específico de educação física em um curso de educação na cultura digital para a prática pedagógica na visão de professores-cursistas / Contributions of a specific physical education core in an education course in the digital culture for the pedagogical practice in the view of teachers-cursists / Contribuciones de un núcleo de educación física específico en un curso de educación en la cultura digital para la práctica pedagógica en la visión de profesores-cursistas

Este artigo objetiva refletir sobre as percepções de professores de Educação Física acerca das contribuições de um núcleo de estudos, oferecido no âmbito de uma especialização em educação na cultura digital, para a sua prática pedagógica. Os dados produzidos para este estudo de caso de caráter qualitativo são oriundos de entrevistas semiestruturadas realizadas com 10 professores/cursistas. Para análise dos dados foi utilizada a análise de conteúdo. Os resultados versam sobre uma melhor compreensão acerca de como utilizar as tecnologias, aquisição de maior segurança para planejar, maior entendimento sobre as relações entre Educação Física e cultura digital, além das possibilidades de trabalho coletivo nas escolas, o que reforça a importância de se investir na formação continuada (AU).

This article aims to reflect on the perceptions of Physical Education teachers about the contributions of a study core, offered within the scope of a specialization in education in digital culture, for their pedagogical practice. The data produced for this qualitative case study come from semi-structured interviews conducted with 10 teachers / course participants. For data analysis, content analysis was used. The results are about a better understanding of how to use technologies, acquisition of greater security for planning, greater understanding of the relationships between Physical Education and digital culture, in addition to the possibilities of collective work in schools; which reinforces the importance of investing in continuing education (AU).

Este artículo tiene como objetivo reflexionar sobre las percepciones de los docentes de Educación Física sobre las contribuciones de un grupo de estudio, ofrecido dentro del alcance de una especialización en educación en cultura digital, para su práctica pedagógica. Los datos producidos para este estudio de caso cualitativo provienen de entrevistas semiestructuradas realizadas con 10 profesores / participantes del curso. Para el análisis de datos, se utilizó el análisis de contenido. Los resultados son sobre una mejor comprensión de cómo utilizar las tecnologías, la adquisición de una mayor seguridad para la planificación, una mayor comprensión de las relaciones entre la educación física y la cultura digital, además de las posibilidades de trabajo colectivo en las escuelas; lo que refuerza la importancia de invertir en educación continua (AU).

Educação (física) na cultura digital: os limites para a integração das tecnologias à prática pedagógica / (Physical) education in the digital culture: the limits for the integration of technologies in pedagogical practice

O presente artigo tem como objetivo refletir sobre os limites encontrados pelos professores de Educação Física em suas realidades escolares para a integração das tecnologias digitais de informação e comunicação às suas práticas pedagógicas. Os dados produzidos para este estudo de caso de caráter qualitativo são oriundos de entrevistas semiestruturadas realizadas com 10 professores de Educação Física participantes de um núcleo de estudos, vinculado a um curso de especialização, que abordou as relações entre o componente curricular e a cultura digital. Para a organização e análise dos dados produzidos em campo foi utilizada a análise de conteúdo. Os resultados apontam que os docentes enfrentam cotidianamente uma série de limites relacionados com: a) as estruturas físicas de suas escolas, com ênfase para as condições dos equipamentos disponíveis nas salas informatizadas e a qualidade da conexão de internet; b) a proibição do uso do telefone celular dentro das instituições de ensino, conforme Lei estadual, que costuma ser relativizada de acordo com as discussões realizadas em cada contexto escolar específico; c) a resistência por parte de alguns colegas de profissão, que, por não conseguirem ainda apropriar-se das tecnologias digitais em suas aulas acabam sustentando a negação dessas ferramentas na escola; e d) a ausência de professores de informática nas escolas, que costumam ser parceiros importantes na proposição de ações pedagógicas com as tecnologias. Tais dados apontam para a necessidade de investimentos em políticas públicas na área de educação visando oferecer melhores condições de trabalho aos docentes, assim como ações ligadas à formação continuada no intuito de lhes possibilitar uma melhor compreensão sobre as relações entre Educação e cultura digital. (AU)

This article aims to reflect on the limits found by Physical Education teachers in their school realities for the integration of digital information and communication technologies in their classes. The data produced for this qualitative case study come from semi-structured interviews conducted with 10 Physical Education teachers participating in a core of studies, linked to a specialization course, which addressed the relationships between its curricular component and digital culture. For the analysis of data produced in the field, content analysis was used. The results show that teachers face a series of limits related to: a) the physical structures of their schools, with emphasis on the conditions of the equipment available in the computer rooms and the quality of the internet connection; b) the prohibition on the use of the cell phone within educational institutions, according to the State Law, which is usually relativized according to the discussions held in each specific school context; c) the resistance on the part of some professional colleagues, who, because they are not yet able to appropriate the digital technologies in their classes, end up supporting the denial of these tools at school; and d) the absence of computer teachers in schools, who are often important partners in proposing pedagogical actions with technologies. Such data point to the need for investments in public policies in the area of education in order to offer better working conditions to teachers, as well as actions related to continuing education in order to enable them to better understand the relationship between Education and digital culture. (AU)

Competencia digital en docentes de Ciencias de la Salud de una universidad privada de Lima / Digital competence in teachers of health sciences in a private university in Lima

Introducción: El presente trabajo obedece a la necesidad de desarrollar competencias digitales en los docentes, quienes pueden aprovechar las distintas potencialidades de los recursos tecnológicos con la finalidad de lograr mejoras en el proceso de aprendizaje de sus estudiantes. Objetivo: Determinar las diferencias entre las dimensiones de la competencia digital de docentes de la facultad de Ciencias de la Salud de una universidad privada en Lima, Perú, según variables sociodemográficas. Métodos: Se empleó un diseño descriptivo comparativo. Cabe señalar, además, que se consideró una población total compuesta por 40 docentes, de la cual 34 accedieron a colaborar en la investigación. El instrumento usado para la recolección de información fue una adaptación del Cuestionario de Competencia Digital Docente (CCDD), el cual se elaboró por Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas y Victoria Íñigo en 2018. Además, se empleó una ficha sociodemográfica dirigida a los docentes. Posteriormente, se realizó el análisis estadístico mediante el software SPSS 25. Resultados: Se halló que no existían diferencias significativas entre las dimensiones de la competencia digital, según las variables sociodemográficas sexo, edad, máximo nivel de estudio alcanzado y años de experiencia docente. Aun así, las diferencias evidenciadas en algunas de tales variables podrían resultar objeto de futuros estudios. Conclusiones: La dimensión en la que los docentes presentan mayores problemas es seguridad, mientras que aquella en la que poseen menores dificultades resulta resolución de problemas(AU)

Introduction: This work responds to the need of developing digital skills in teachers, who can take advantage of the different potentialities of technological resources in order to achieve better learning in their students. Objective: To determine the differences between the dimensions of the digital competence of teachers of the School of Health Sciences of a private university in Lima, Peru, according to sociodemographic variables. Methods: A comparative descriptive design was used. It should also be noted that a total population composed of 40 teachers was considered, of which 34 agreed to collaborate in the research. The instrument used to collect information was an adaptation of the Teaching Digital Competence Questionnaire, prepared by Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas and Victoria Íñigo in 2018. In addition, a sociodemographic record was addressed to teachers. Subsequently, statistical analysis was performed using the SPSS 25 software. Results: It was found that there were no significant differences between the dimensions of digital competence, according to the sociodemographic variables of sex, age, maximum level of study reached, and years of teaching experience. Even so, the differences evidenced in some of these variables could be subject of future studies. Conclusions: The dimension in which teachers have the greatest problems is security, while the one in which they have the least difficulties is problem solving(AU)

Remixando jogos digitais na escola: uma experiência corporal, algumas análises e reflexões possíveis / Remixing digital games at school: a body experience, some possible analyzes and reflections / Remezclando juegos digitales en la escuela: una experiencia corporal, algunos posibles análisis y reflexiones

Diante do cenário da sociedade hiperconectada e das mutações culturais da comunicação, o objetivo do presente estudo foi sistematizar e analisar uma experiência de remixagem corporal de um jogo digital no âmbito da Educação Física escolar. Realizamos uma observação participante, em perspectiva descritiva e exploratória, com abordagem qualitativa dos achados da pesquisa. Calcados nos pressupostos da mídia-educação (física) e no conceito de remixagem, ressignificamos corporalmente o game Garena Free Fire em três das suas dimensões: as regras, os elementos e os ambientes. A partir da experiência, mobilizamos os preceitos da ética hacker e do game design para analisa-la. Por fim, identificamo-la como uma possibilidade de remodelagem da tecnologia, de (re)existência do jogar/brincar, de reinvenção dos lazeres e de expansão do repertório de práticas corporais.

Given the scenario of hyperconnected society and cultural mutations in communication, the objective of the present study was to systematize and analyze an experience of body remixing of a digital game within the scope of school Physical Education. We performed a participant observation, in a descriptive and exploratory perspective, with a qualitative approach to the research findings. Based on the assumptions of media-education (physical) and the concept of remixing, we resignify the game Garena Free Fire in three of its dimensions: rules, elements and environments. From experience, we have mobilized the precepts of hacker ethics and game design to analyze it. Finally, we identified it as a possibility for the remodeling of technology, the (re) existence of to play, the reinvention of leisure activities and the expansion of the repertoire of bodily practices.

Dado el escenario de sociedad hiperconectada y mutaciones culturales en la comunicación, el objetivo del presente estudio fue sistematizar y analizar una experiencia de remezcla corporal de un juego digital dentro del alcance de la Educación Física escolar. Realizamos una observación participante, en una perspectiva descriptiva y exploratoria, con un enfoque cualitativo de los resultados de la investigación. Basados en los supuestos de la educación mediática (física) y el concepto de remezclar, volvemos a significar corporalmente el juego Garena Free Fire en tres de sus dimensiones: reglas, elementos y entornos. Por experiencia, hemos movilizado los preceptos de la ética de los hackers y el diseño del juego para analizarlo. Finalmente, la identificamos como una posibilidad para la remodelación de la tecnología, la (re) existencia del jugar, la reinvención de actividades de ocio y la expansión del repertorio de prácticas corporales.

Cultura digital e ensino de literatura na educação secundária / Culture numérique et enseignement de la littérature dans le secondaire / Cultura digital y enseñanza de literatura en la escuela secundaria / Digital culture and literature teaching at secondary schools

Resumo A cultura digital no ensino médio problematiza o modo como se dá a prática pedagógica e, no caso do ensino de literatura, a fruição e a interpretação das obras de arte literária no ambiente escolar. Este estudo dimensiona a percepção dos docentes da rede pública estadual da Bahia sobre o diálogo da cultura digital, mediante seus artefatos, com o fazer pedagógico na docência de literatura no ensino médio através de um survey aplicado a 802 docentes da rede estadual de ensino da Bahia que declararam ensinar literatura no ensino médio. O conjunto dos dados demonstra a inserção das tecnologias digitais na prática pedagógica dos professores de Literatura, com a consequente inserção da escola no modo de ser e de fazer mediado pelas tecnologias digitais.

Résumé La culture numérique dans le secondaire problématise comment se déroule la pratique pédagogique et dans le cas des cours de littérature comment apprendre l'interprétation et la jouissance des textes littéraires en milieu scolaire. Par le biais d'un survey, cette étude évalue la dimension de la perception d'un groupe d'enseignants concernant le dialogue entre la culture numérique et la pratique pédagogique dans l'enseignement de la littérature. L'enquête a été menée auprès de 802 enseignants ayant déclaré enseigner la littérature dans des écoles secondaires du réseau scolaire public de l'état de Bahia. L'ensemble de données montre que les technologies numériques sont incorporées dans la pratique pédagogique des professeurs de littérature et que, par conséquent, l'école s'insère aussi dans la culturelles numérique.

Resumen La cultura digital en la escuela secundaria problematiza el modo como se da la práctica pedagógica y, en el caso de la enseñanza de literatura, la fruición y la interpretación de las obras de arte literaria en el ambiente escolar. Este estudio mide la percepción de los docentes de la red pública sobre el diálogo de la cultura digital, por medio de sus artefactos, con el hacer pedagógico en la docencia de literatura en la enseñanza secundaria por medio de un survey aplicado a 802 docentes de escuelas públicas de Bahía que declararon impartir clases de Literatura en la enseñanza secundaria. El conjunto de los datos recogidos demuestra la inserción de las tecnologías digitales en la práctica pedagógica de profesores de Literatura con la consiguiente inserción de la escuela en el modo de ser y de hacer mediado por las tecnologías digitales.

Abstract The digital culture in high schools puts into question the pedagogical practice and, in the case of literature teaching, the way one interprets and enjoys literature in the classroom. This research measures the perception of the teachers of the public schools in relation to the dialogue between digital culture through its artefacts and the pedagogical process in literature classes in high school education. It is a survey with 802 school teachers from public high schools in Bahia who declared they teach literature in high schools. The data produced demonstrates that digital technologies are being used in the pedagogical process in literature classes with the consequent insertion of the school life in the way of life mediated by digital technologies.

Looking, But Not Listening? Theorizing the Practice and Ethics of Online Ethnography.

There are debates across disciplines regarding how to research and represent digital cultures ethically. Against this background, there is a need to reflect on the practice and ethics of online ethnography. Ambiguities surrounding researcher "participation" online have led this to be equated largely with observation. This has deprivileged the act of listening in both research practice and the methodological and ethical debates that underpin this. Utilizing ethnographic research into self-harm and social media as a critical lens, this article advocates for listening as a mode of participating in, as well as observing, online spaces. In proposing "active listening" and "adaptive listening" to explore the polyphonic and heterogeneous nature of social media, we argue that listening is key to representing online spaces in all their cultural diversity and emotional complexity. Reflecting on listening is necessary to forging a practical ethics of online ethnography, and is relevant to digital research more widely.

Big Data, exploração ubíqua e propaganda dirigida: novas facetas da indústria cultural / Big Data, exploration omniprésente et publicité ciblée: nouvelles facettes de l'industrie culturelle / Big Data, explotación ubicua y propaganda dirigida: nuevas facetas de la industria cultural / Big Data, ubiquitous exploitation, and targeted advertising: new facets of the cultural industry

Resumo A emergência da cultura digital a partir do desenvolvimento de novas tecnologias de informação e comunicação levou a críticas ao conceito de indústria cultural elaborado por Horkheimer e Adorno nos anos 1940, definindo a nova configuração a partir da interatividade, comunicação aberta e maior liberdade entre usuários. Entretanto, a um olhar crítico, a nova configuração se revela mais totalitária que a anterior. Todas as ações dos usuários no ambiente digital geram informações que podem ser compiladas e organizadas de acordo com algoritmos matemáticos, configurando o chamado Big Data; essas informações incluem dados sobre preferências, tendências políticas, gênero e perfis de personalidade, e levam a tentativas de vigilância ubíqua e manipulação por meio de propaganda dirigida, sendo política e economicamente muito mais eficaz do que na era da indústria cultural descrita por Adorno. A atualização da teoria crítica da sociedade implica compreender essa nova configuração, suas pretensões e contradições. Nesse sentido, este artigo objetiva tanto atualizar o conceito de indústria cultural, denunciando, assim, as novas formas de manipulação, quanto criticar a ideia de que a liberdade é imanente à Cultura Digital, presente em seus defensores.

Résumé L'émergence de la culture dite numérique du développement des nouvelles technologies de l'information et de la communication a conduit à critiquer le concept d'industrie culturelle élaboré par Horkheimer et Adorno dans les années 1940, définissant la nouvelle configuration de l'interactivité, de la communication ouverte et plus grande liberté parmi les utilisateurs. Cependant, d'un oeil critique, la nouvelle configuration est encore plus totalitaire que la précédente. Toutes les actions des utilisateurs dans l'environnement numérique génèrent des informations qui peuvent être compilées et organisées selon des algorithmes mathématiques, en configurant les Big Data; ces informations comprennent des données sur les préférences, les tendances politiques, le genre et même les profils de personnalité, et mènent à des tentatives de surveillance et de manipulation omniprésentes par des publicités ciblées, politiquement et économiquement beaucoup plus efficaces qu'à l'ère de l'industrie culturelle décrite par Adorno. L'actualisation de la théorie critique de la société implique de comprendre cette nouvelle configuration, ses prétentions et ses contradictions. En ce sens, le présent article vise à la fois à actualiser le concept d'industrie culturelle dénonçant, ainsi, les nouvelles formes de manipulation, et à critiquer l'idée que la liberté est immanente à la culture numérique, présente chez ses défenseurs.

Resumen La emergencia de la llamada cultura digital a partir del desarrollo de nuevas tecnologías de información y comunicación llevó a críticas al concepto de industria cultural elaborado por Horkheimer y Adorno en los años cuarenta del siglo pasado, definiendo la nueva configuración a partir de la interactividad, comunicación abierta y mayor libertad entre los usuarios. Sin embargo, a una mirada crítica, la nueva configuración se revela aún más totalitaria que la anterior. Todas las acciones de los usuarios en el entorno digital generan informaciones que pueden ser compiladas y organizadas de acuerdo con algoritmos matemáticos, configurando el llamado Big Data; estas informaciones incluyen datos sobre preferencias personales, tendencias políticas, género e, incluso, perfiles de personalidad, y llevan a intentos de vigilancia ubicua y manipulación por medio de propaganda dirigida, siendo política y económicamente mucho más eficaz que en la era de la industria cultural descrita por Adorno. La actualización de la teoría crítica de la sociedad implica comprender esta nueva configuración, sus pretensiones y sus contradicciones. En este sentido, el presente artículo objetiva tanto actualizar el concepto de industria cultural denunciando así las nuevas formas de manipulación, como criticar la idea de que la libertad es inmanente a la Cultura Digital, presente en sus defensores.

Abstract The emergence of the so-called digital culture from the development of new information and communication technologies led to criticisms of the concept of cultural industry, elaborated by Horkheimer and Adorno in the 1940s, defining the new configuration based on interactivity, open communication and greater freedom among users. However, to a critical view, the new configuration is even more totalitarian than the previous one. All the actions of users in the digital environment generate information that can be compiled and organized according to mathematical algorithms, configuring the so-called Big Data; such information includes personal preferences, political trends, gender, and even personality profiles, and leads to ubiquitous surveillance and manipulation through targeted advertising, being politically and economically far more effective than in the age of the cultural industry described by Adorno. The update of the critical theory of society implies understanding this new configuration, its pretensions and its contradictions. Therefore, the present article aims both to update the concept of cultural industry denouncing, thus, the new forms of manipulation, and to criticize the idea that freedom is immanent to the Digital Culture, present in its defenders.

Concepto y prácticas de educación expandida: una revisión de la literatura académica / Concept and practice of expanded education: a review of the academic literatura

Resumen En los últimos años, el término educación expandida ha llamado la atención del ecosistema educativo (Fernández Rodríguez y Anguita Martínez, 2015). La principal premisa de esta idea es que la educación no solo sucede en cualquier momento y lugar, sino que ya no está circunscrita a los límites formales e institucionales de la escuela. Este artículo presenta una revisión de la literatura académica del concepto y las prácticas de educación expandida en donde se sintetiza la idea de educación expandida según la literatura, se presentan ejemplos de prácticas según la revisión realizada y se señalan las conclusiones derivadas de este recorrido y las limitaciones de este trabajo.

Abstract In recent years, the term expanded education has caught the attention of the educational ecosystem (Fernández Rodríguez & Anguita Martínez, 2015). The main premise of this idea is that education not only happens at any time and place, but it is no longer limited to the formal and institutional boundaries of the school. This article presents a review of the academic literature of the concept and the practices of expanded education, where the idea of expanded education is summarized according to the literature, and examples of practices are exhibited, according to the review and the conclusions derived from this path and the limitations of this work are shown.

Adolescência e saber no contexto das tecnologias digitais: há transmissão possível? / Adolescence et savoir dans le contexte des technologies: existe-t-il unetransmission possible? / Adolescence and knowledge in the context of digital technologies: is there a possible transmission?

Este artigo apresenta uma reflexão embasada na psicanálise sobre o saber e sua transmissão na experiência dos adolescentes com a internet. Considerando a importância da transmissão geracional e da assimilação de saberes, bem como o lugar que os movimentos e as vivências virtuais ocupam na vida de grande parte dos jovens, intentamos compreender o estatuto da transmissão que é efetuada nesse âmbito. O que buscam os adolescentes na internet hoje? Em que medida o acesso ilimitado à informação e ao conhecimento, propiciado pelo ciberespaço, contribui para a apreensão do saber? De que ordem é o endereçamento dos jovens aos conteúdos virtuais? Como se dá a transmissão de saber no contexto da cultura digital? Em vista dessas questões, levantadas a partir do que escutamos de alguns adolescentes num contexto de pesquisa e extensão, propomos discutir as relações dos sujeitos adolescentes com o saber em ummundo em que prevalece a comunicação virtual(AU)

Cet article présente une réflexion à propos dusavoir et de sa transmission dans l’expérience des adolescents sur l'Internet. Compte tenu de l'importance de la transmission générationnelle et de l'assimilation des savoirs, aussi bien que la place que les expériences virtuelles occupent dans la vie de la plupart des jeunes, nous essayerons de comprendre le statut de la transmission qui se passe dans ce domaine. Qu’est-ce que les adolescents cherchent sur Internet? Dans quelle mesure un accès illimité à l'information et à la connaissance, rendu possible par le cyberespace, contribue à l'absoption du savoir? De quoi s’agit-il quand les jeunes s’adressent auxcontenus virtuels? Comment la transmission du savoir dans la culture numériquea-t-elle lieu? Comptetenu de ces questions soulevées de ce que nous avons écouté de quelques adolescents dans un contexte de recherche et d'extension, nous proposons de discuter larelationd’adolescents avec le savoir dans un monde où la communication virtuelle est prévalante(AU)

This article presents a reflection, grounded in psychoanalysis, onknowledge and its transmission duringanadolescent’sexperience with the internet. Considering the importance ofgenerational transmission andknowledge assimilation, as well as the place occupied byvirtual experiences in the lives ofyoung individuals, we intend to understand the status of the transmission that is performed in this context. What are teenagers seeking on the internet these days? To what extent does the unlimited access to information, provided by the cyberspace, contribute to the apprehension of knowledge? Ofwhich order is therelationship of the youth withthe virtual content? How does the transmission of knowledge,in this context, happen? Usingwhat we have collectedfrom teenagers in a context of research, we propose to discuss the relationshipof the adolescent subjects with knowledge in a world in which virtual communication is paramount(AU)

Adolescência e saber no contexto das tecnologias digitais: há transmissão possível? / Adolescence et savoir dans le contexte des technologies: existe-t-il unetransmission possible? / Adolescence and knowledge in the context of digital technologies: is there a possible transmission?

Este artigo apresenta uma reflexão embasada na psicanálise sobre o saber e sua transmissão na experiência dos adolescentes com a internet. Considerando a importância da transmissão geracional e da assimilação de saberes, bem como o lugar que os movimentos e as vivências virtuais ocupam na vida de grande parte dos jovens, intentamos compreender o estatuto da transmissão que é efetuada nesse âmbito. O que buscam os adolescentes na internet hoje? Em que medida o acesso ilimitado à informação e ao conhecimento, propiciado pelo ciberespaço, contribui para a apreensão do saber? De que ordem é o endereçamento dos jovens aos conteúdos virtuais? Como se dá a transmissão de saber no contexto da cultura digital? Em vista dessas questões, levantadas a partir do que escutamos de alguns adolescentes num contexto de pesquisa e extensão, propomos discutir as relações dos sujeitos adolescentes com o saber em um mundo em que prevalece a comunicação virtual.

Cet article présente une réflexion à propos dusavoir et de sa transmission dans l’expérience des adolescents sur l'Internet. Compte tenu de l'importance de la transmission générationnelle et de l'assimilation des savoirs, aussi bien que la place que les expériences virtuelles occupent dans la vie de la plupart des jeunes, nous essayerons de comprendre le statut de la transmission qui se passe dans ce domaine. Qu’est-ce que les adolescents cherchent sur Internet? Dans quelle mesure un accès illimité à l'information et à la connaissance, rendu possible par le cyberespace, contribue à l'absoption du savoir? De quoi s’agit-il quand les jeunes s’adressent auxcontenus virtuels? Comment la transmission du savoir dans la culture numériquea-t-elle lieu? Comptetenu de ces questions soulevées de ce que nous avons écouté de quelques adolescents dans un contexte de recherche et d'extension, nous proposons de discuter larelationd’adolescents avec le savoir dans un monde où la communication virtuelle est prévalante.

This article presents a reflection, grounded in psychoanalysis, onknowledge and its transmission duringanadolescent’sexperience with the internet. Considering the importance ofgenerational transmission andknowledge assimilation, as well as the place occupied byvirtual experiences in the lives ofyoung individuals, we intend to understand the status of the transmission that is performed in this context. What are teenagers seeking on the internet these days? To what extent does the unlimited access to information, provided by the cyberspace, contribute to the apprehension of knowledge? Ofwhich order is therelationship of the youth withthe virtual content? How does the transmission of knowledge,in this context, happen? Usingwhat we have collectedfrom teenagers in a context of research, we propose to discuss the relationshipof the adolescent subjects with knowledge in a world in which virtual communication is paramount.

Observing real-world groups in the virtual field: The analysis of online discussion.

This article sets out to establish the naturalistic study of online social communication as a substantive topic in social psychology and to discuss the challenges of developing methods for a formal analysis of the structural and interactional features of message threads on discussion forums. I begin by outlining the essential features of online communication and specifically discussion forum data, and the important ways in which they depart from spoken conversation. I describe the handful of attempts to devise systematic analytic techniques for adapting methods such as conversation and discourse analysis to the study of online discussion. I then present a case study of a thread from the popular UK parenting forum Mumsnet which presents a number of challenges for existing methods, and examine some of the interactive phenomena typical of forums. Finally, I consider ways in which membership categorization analysis and social identity theory can complement one another in the exploration of both group processes and the rhetorical deployment of identities as dynamic phenomena in online discussion.

Os exergames e a educação física escolar na cultura digital / Exergames and the school physical education in the digital culture / Exergames y la educación física escolar en la cultura digital

Os exergames são jogos eletrônicos que captam e virtualizam os movimentos reais dos usuários. Com o objetivo de discutir as perspectivas da utilização da virtualidade dos videogames na educação física escolar, participaram deste estudo 117 alunos de uma escola pública, com idade entre 13 e 14 anos. Os voluntários responderam a um questionário para identificar o nível de contato com as tecnologias digitais e, em seguida, relataram suas percepções sobre a vivência em dois jogos, o exergame e o real. Os resultados constataram a imersão dos estudantes na cultura digital e no processo de virtualização que lhe é típico, assim como apontaram algumas perspectivas de utilização crítica dessa nova linguagem, que pode ampliar e recriar as possibilidades das práticas e vivências corporais.

The exergames are electronic games that capture and virtualize the real movements of the users. With the aim of discussing the perspectives of using virtual videogames in school physical education, 117 students participated in this study at a public school aged 13 and 14. The subjects answered a questionnaire to identify the level of contact with digital technologies, and then reported their perceptions about the experience in two games, the exergame and the real. The results showed the students' immersion in the digital culture and in the process of virtualization which is typical, as pointed out some critical perspectives of using this new language that can expand and rebuild the possibilities of bodily practices and experiences.

Exergames son juegos electrónicos que capturan y virtualizan los movimientos reales de los usuarios. Con el objetivo de discutir las perspectivas de utilización de la virtualidad en la educación física escolar, 117 estudiantes entre 13 y 14 años de un colegio público participaron en este estudio. Los sujetos respondieron a un cuestionario para identificar el nivel de contacto con las tecnologías digitales, y informaron sus percepciones acerca de la experiencia en dos juegos, exergame y real. Los resultados mostraron la inmersión de los estudiantes en la cultura digital y el proceso de virtualización que le és típico, como se ha señalado algunas perspectivas críticas de la utilización de este lenguaje que puede ampliar y reconstruir las posibilidades de las prácticas corporales.