Este texto faz algumas reflexões acerca da educação na contemporaneidade no contexto da dromocracia cibercultural, conforme apresentada por Eugênio Trivinho em seu livro“a dromocracia Cibercultural: lógica da vida humana na civilização mediática avançada” (2007). O objetivo é analisar como se dá a abrangência da velocidade cibertecnológica no campo educacional a partir da discussão levantada por Trivinho (2007) quando afirma ser a velocidade um fenômeno social, violento e paradigmático da cibercultura. segundo o autor, neste contexto de violência dromocrática, o indivíduo passa a ser classificado como “dromoapto” ou “dromoinapto”, isto é, os que são e os que não são capazes de se adaptarem à velocidade e às práticas da cultura digital, respectivamente. neste sentido, este artigo visa chamar a atenção para os reflexos dessa dromocracia cibercultural para a escola, para os professores e para o sistema educacional.
This article presents the fundamentals of the pedagogical model of the modern school and analyzes the challenges of contemporary basic education in the face of the issue of sociality and the language of cyberculture and its assumptions. The qualitative approach of the research is guided by Sampieri et al. (2013) to deepen a bibliographic review in authors' texts on the themes, exploring the concept of a modern school and the problems of language and cognitive profile of users of digital culture, as educational challenges. The research identified that the modern school is a technology of the time that form disciplined and educated citizens for the acceptance of the linear rationality of the culture of the press, without realizing the change in the matrices of the language and the thought and the student’s subjectivity, requiring the reconfiguration of its practices to add online learning and its production narratives to the curriculum.
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