O Corpo Nos Ecossistemas Comunicativos: Desdobramentos Para a Educomunicação

Remote Teaching in the Pandemic: Opportunities for a Transformative Learning

“…Finally, we identified new forms of sensitive expressiveness that emerge from higher-level cognitive learning (abstract learning in a way that is open to playing, art, and to express through one's body) and which are enhanced and enabled by a change in the sensorium within the CE (Barretto, 2019;Martín-Barbero, 2000). Challenging the potential convenience of being home, the lessons recognize this learning context as a catalyst of presence and cognitive stimulation, promoting quality interaction in the virtual environment.…”

“…Updated, the concept also comprises the possibilities of building communities in the digital environment and the symbolic exchanges occurring there, the qualities of interaction, dialogue, experiences, interpersonal relationships, and modes of expression (Consani, 2018). Barretto (2019) highlights the change in the sensorium, an important element of the original concept of CE (Martín-Barbero, 2000). It is little discussed, though very relevant in our case.…”

“…First, the pedagogical practices that relate to what is proposed in TL and EfS, such as experiencing a collective dilemma and questioning assumptions, should also occur online. Second, the specificity of its CE (Barretto, 2019) beyond technological adaption: in FIS, professors and students appropriated the digital to build different incentives, organize knowledge, and influence the sensorial quality of the experience.…”

“…We found that the adaption of FIS to ERT occurs in and through a communicative ecosystem (CE). And for RT to be transformative, it should be understood beyond the use of technology as a lesson tool; it is necessary to acknowledge how shifting media can influence and enhance the inclusion of subjectivities, the quality of interactions, the cognitive stimuli (Barretto, 2019), and the change of assumptions of those involved in the teaching-learning process. Teaching, from the perspective of CE and TL, dialogues simultaneously with the technology-student mediation and its developments, aiming at transformative education (Chory & Offstein, 2017;Gur-Ze'ev, 2007).…”

Agora tudo on-line: análise da migração de uma disciplina baseada na aprendizagem transformadora

“…Diferentes autores propõem atualizações do conceito, como a perspectiva das trocas simbólicas e qualidades de interação (Soares, 2004); e as qualidades de diálogo, experiências, vivências culturais, relações interpessoais e modos de expressão, às quais se adiciona ainda a perspectiva das dinâmicas de constituição de comunidades como mais um elemento definidor do EC (Consani, 2018). Barretto (2019) reconhece nessas atualizações uma conexão com um elemento do conceito original de Martín-Barbero (2000) que não tem recebido a devida referência: a mudança do sensorium -conceito de Walter Benjamin, que expressa os modos de perceber e sentir, reunindo em uma mesma ideia as dimensões da sensibilidade e da sensorialidade. Martín-Barbero destaca que esse é um fenômeno evidente nos mais jovens, pois desenvolvem empatias cognitivas e expressivas com as tecnologias, além de novos modos de reconhecer o espaço e o tempo, o que é lento e o que é veloz, o que está próximo e o que está distante.…”