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.
Highlights
The visualization of a society based on synergy of individuals, groups, communities and social networks over time generates inquires and theoretical prepositions in order to shape the knowledge acquisitive processes focused as well in individuals, groups and society
The contributions of Lave (1988) and Byington (2003) are quite adequate for questions concerning the motivation of this article: what is the relation between action, activity and knowledge? What generates the cognitive activity and motivates human production? What is the purpose of social-affective relationships in online learning process? How does the experiential dimension of interactions in virtual environments interfere in the educational process? Is it possible to establish connections between the different theoretical learning perspectives in order to support online proposals? It is exactly by dealing with these questions that reflexive contributions emerge from the clash between different theories, always followed by the interest of convergence and complementarity
The cultural convergence of holistic movement that started this century, with a strong tendency of uniting basically all knowledge areas, represents a dynamic reaction movement of fragmentation and disciplining of knowledge, in order to rescue an interdisciplinary vision of several human activities
Summary
The visualization of a society based on synergy of individuals, groups, communities and social networks over time generates inquires and theoretical prepositions in order to shape the knowledge acquisitive processes focused as well in individuals, groups and society. There are each time more evidences of a meaningful existing gap, demanding more investigation and analysis related to pedagogic perspectives and ways to establish educational relationships that respond to real needs of individuals and society (Bazzo, 2015) In this sense, there are opening spaces to discussions regarding specificities of psychological-pedagogic elements that allow the emergency of educative and innovative proposals which can amplify the conceptual basis of current approaches (Fialho, 2011). There are opening spaces to discussions regarding specificities of psychological-pedagogic elements that allow the emergency of educative and innovative proposals which can amplify the conceptual basis of current approaches (Fialho, 2011) Following this theoretical line, the contributions of Lave (1988) and Byington (2003) are quite adequate for questions concerning the motivation of this article: what is the relation between action, activity and knowledge? The contributions of Lave (1988) and Byington (2003) are quite adequate for questions concerning the motivation of this article: what is the relation between action, activity and knowledge? What generates the cognitive activity and motivates human production? What is the purpose of social-affective relationships in online learning process? How does the experiential dimension of interactions in virtual environments interfere in the educational process? Is it possible to establish connections between the different theoretical learning perspectives in order to support online proposals? It is exactly by dealing with these questions that reflexive contributions emerge from the clash between different theories, always followed by the interest of convergence and complementarity
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