Different Perspectives of Creation and Knowledge Sharing in Virtual Environments

Abstract

In view of a society based on the synergy of individuals, groups, communities and social networks, this paper discusses the knowledge through the lenses of different theoretical perspectives. In this direction, this article aims to discuss some assumptions that structure the cognitive visions, social-interaction theory, and Situated Cognition, searching for aspects in common able to reduce boundaries and clarify the mechanisms that make the process of obtaining knowledge in individuals, groups and society. It is concluded that the conceptual convergence adopted by this study opens ways in order to clarify and expand the theoretical basis of the learning process and enable the strengthening of dialogue among individuals who interact in a context characterized by the use of new technologies.

Focal Group Technique: Overcoming Normality Standards While Comprehending Inclusive Learning

“…However, it does not define which psychological aspects act as delimiters in the learning process nor how relationships emerge, also does not explain either how interactions are formed in a deeper, psychological level (Obregon, Vanzin, & Ulbricht, 2015b). It is possible to infer that the theory identifies the manifest form of relationships, however it does not delve in researching psychological representations that structure and articulate the experiences of individuals and/or groups.…”

“…The emphasis still lies times on subject-cognitivism, times on the subject as a manifestation of the environment-social interactionism. Therefore, it is stated the predominance of perspectives that comprise the subject in a fragmented and reductionist way, to the detriment of totality and the subjective integration of being (Obregon, Vanzin, & Ulbricht, 2015b).…”

“…Lave (1988) adds concepts to the sociointeractionist perspective when proposing as object of analysis the relations established between people in a situated context. In this conception, learning can not be identified as the product of a single individual, but it emerges from the relationships established in the group, consequently establishing a dialogue between internal and external references, considering the interaction of the individual and the context in which he is inserted as the articulator link of all human actions (Obregon, Vanzin, & Ulbricht, 2015b). According to this view, cognition corresponds to an individual and social concurrent processing.…”