Il molteplice umano

El presente trabajo pretende ser una reflexión teórica sobre las rupturas y nuevas articulaciones de las formas de movilización política en el periodo postcrisis. Proponemos que en la década de 2010, catalizadas por las tecnologías digitales, cristalizan tres grandes rupturas: socioeconómicas, en las que la precarización de las condiciones laborales y vitales supone la reemergencia de una crítica social material; temporales, en las que la dinámica aceleradora del capitalismo tardío intensifica la primacía del corto plazo; y socioculturales, en las que la fragmentación se traduce en una sensación de inseguridad e incertidumbre. Todo ello deriva en una transformación en las formas de movilización, que tienden hacia una acción colectiva efímera, espasmódica. Esta puede dar pie al surgimiento del gran evento, donde lo primordial es juntar físicamente a personas y recuperar el sentido de comunidad.

ABSTRACTAlthough creative industries and creative talent have traditionally clustered in established global centres such as London and New York, new forms of independent production, digital technologies and mobilities are reshaping this landscape. Drawing on 87 interviews and participant observation, this paper considers whether independent fashion designers in Canada still need to locate in the established centres to realize their ambitions. It explores how these entrepreneurs choose a ‘home base’ for their operations and demonstrates how they mobilize three forms of mobility (temporary, mediated, virtual) to access opportunities and resources within Canada’s fashion system.

New artifacts or pedagogical elements and new educational practices require diverse New technological artifacts, emerging pedagogical elements and new educational practices require diversified teacher training so that the context of digital culture is reflected and constructed in a transversal way. For research in the area of ​​education aimed at teacher training, we have drawn methodological paths that dialogue with the changes and inconstances of contemporary culture. Our proposal brings the teacher as a knowledge curator in a constant search for the valorization of his pedagogical practices, above all, in the problematization of how technological artifacts are inserted in this teaching practice integrated with research. Therefore, in order to research the educational context, technological artifacts and how teaching practices are constituted, it is necessary that the researcher adopt analysis tools and methods aligned with the digital culture, reflected can transform the teacher's habitat and, consequently, the practices mediated by digital technologies.

The Institutional Logic of Digitalization

No presente artigo, buscamos compreender a percepção dos estudantes no operar das tecnologias digitais pelos professores de Matemática no Ensino Superior. O campo empírico da pesquisa é constituído por duas turmas de graduação de uma Universidade Federal, ambas no primeiro semestre de 2015. Durante o semestre, os estudantes registraram em dois fóruns, em um ambiente digital, suas impressões acerca do uso da tecnologia digital no ensino de Matemática. Utilizamos a técnica do Discurso do Sujeito Coletivo (DSC) para analisar os registros e para compreender os sentidos das falas dos estudantes, o que resultou em três discursos coletivos: “Uso da tecnologia digital pelo olhar do estudante”, “Cultura no processo de ensinar”, e “Aprender matemática por meio das tecnologias digitais”. A análise desses discursos aponta que os estudantes perceberam a contribuição da tecnologia digital no processo de ensinar Matemática de forma motivadora, potente e com desafios e que os artefatos tecnológicos não foram utilizados apenas como recursos para executar tarefas, mas se constituíram em potencializadores de transformações cognitivas no aprender matemática. Pela pesquisa, evidenciamos como uma cultura digital vem sendo instituída no ensino da Matemática nos cursos superiores.

In this article, the focus is on the entangled relations between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children’s play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children’s activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics.

A wave of emergent digital technology holds vast implications for the public sphere. Indeed, these new forms of mobile and ubiquitous systems, called pervasive computing, challenge some of our fundamental ideas about subjectivity, visibility, space, and the distinction between public and private. Together, these challenges reformulate our conception of the civic realm. From cell phones to wireless local area networks, smart buildings to embedded vehicular computers, an invisible web of digital technology already lies across the visible world creating new space for work, data, advertisement, investigation, communication, intimacy, and danger. This generation of computers is so well integrated with the environment that it will be difficult to distinguish between the two, which represents a profound transformation for everyday life.

The bulk of the research community’s work to date has been focussed on the so-called ‘developed’ world— contexts where there are already well-established technical infrastructures and digital resources. These contexts have users who have relatively high level of computer literacy, typically have a high degree of textual literacy and have undergone a formal education. Examples include sophisticated ‘smart’ homes with digital noticeboards and even interactive fridge doors [3]; embedded technologies for amusement parks [2]; and, cities and urban dwellers with time to, ‘‘marvel at mundane everyday experiences and objects that evoke mystery, doubt, and uncertainty. How many newspapers has that person sold today? When was that bus last repaired? How far have I walked today? How many people have ever sat on that bench? Does that woman own a cat? Did a child or adult spit that gum onto the sidewalk?’’ [1]. But pervasive digital technology is no longer the preserve of the developed world. The ITU reports that in the developing world, some 68% of people have access to the cellular network [4]. Furthermore, 90% of the world’s population, and 80% of its rural population, live within range of the cellular network. Therefore, there are hundreds of millions of users, and billions to come in the next 5 years, in places like India, China, and Africa, whose first, and perhaps only, experience of computing will be in the form of mobile and other ubicomp technologies. This Theme Issue is about the billions of people who previously lay outside the domain of digital technology. Take Sambasivan et al.’s contribution, for instance. It examines how technology is diffusing through resourcepoor groups in the urban slums of India. In particular, they examine how the constraints built into the technologies are overcome, as these new users come to understand the technology and appropriate it for their situations. And it is not just ‘developing’ countries. What about those who were previously marginalised in our ‘developed’ world—the urban poor, the ill-educated, the homeless, the computer non-literate; i.e., those without access to what many of us take as essential digital infrastructure? Woelfer and Hendry’s paper, then, looks at the types of digital systems required to support young homeless people in Seattle, WA; a city that is one of the homes of digital innovation globally, yet through this work, we see many of its citizens have hitherto been bypassed by digital progress. Many of these users will never live in the sorts of home, or work in the types of office, or daydream in the parks, or take a day-off for the sorts of amusement park envisaged by earlier ubicomp research. A new discipline, currently called HCI4D, is trying to re-imagine how we conduct user research for these new communities of users. As this research grows, we find that we have to reconsider the methods we have held dear and challenge the assumptions that underlie them—for example, how does one do participatory design with someone who has never seen a computer interface before? Putnam et al. tackle this issue in their contribution, seeking to find methods appropriate for creating designs for these new groups of users. In her G. Marsden ICT4D Centre, University Cape Town, Cape Town, South Africa e-mail: gaz@acm.org

The global trends of the constant increase in the digital component indicate that the economy is increasingly tilting into the “virtual plane”. Digital technologies are fundamentally changing almost all existing professional areas. Digitalization is not only fundamentally transforming labor relations, but also requires and facilitates the development of new forms of migration. A “transnational virtual space” is emerging, in which vast amounts of data across national borders without the physical movement of workers. With an aging population, virtual migration is becoming one of the most important conditions for the dynamic development of the digital economy. The purpose of this report is to investigate the algorithmic organization of work, combined with flexible labor relations and contributing to the inclusion of mobile labor in a stratified global labor market focused on the penetration of digital technologies into all sectors and spheres of life. The method used by the author is the analysis of the main trends in the development of virtual migration. The novelty of the study lies in examining the impact of digitalization not only on labor relations, but also, in terms of the development of new forms of mobility.

If the internet were a state, it would be the sixth largest consumer of energy and the seventh largest emitter of CO2 on the planet. Facing an ongoing climate change emergency, the collapse of biodiversity, and the depletion of resources, everyone must rethink their models. Within such a perspective, digital technology becomes much more than a technical tool as it allows us to develop new ways of working, of obtaining information, of acting and making new forms of mobilization, collaboration, and sharing possible. Facing such a major challenge, states have begun to mobilise their diplomatic efforts in the service of an ecological and social transition. But under what conditions? This chapter sheds light upon how multilateral environmental agreements seek to find a solution towards maintaining sustainable development and foreseeing a resource efficient economy.

This article explores the interplay between digital work and mobility through a look at the career trajectories, remote work practices and im/mobilities of professionals in the information technology (IT) sector. We draw upon a qualitative study conducted with IT professionals who work remotely for Swiss or Swiss-based international companies. IT professionals have been pioneers in practising virtual work long before the outbreak of the COVID-19 crisis and have long engaged in various forms of mobility, including tourism and labour migration. A focus on their remote work and im/mobility practices can shed light on the possibilities and challenges of the virtualization of work, especially in the context of the pandemic. We discuss how geographical immobility, combined with digital technology, becomes important in building a career and a personal life, staying ‘rooted’ and reconstituting the boundaries between work and non-work.

Mobility and connectivity have undergone unprecedented transformation with the advent and widespread adoption of digital technologies which allow physical and virtual interactions across the globe. As a result, individual identities are under the inevitable influence of these intensified forms of global mobility and connectivity fascinated by digital information flow and interaction. Ongoing developments in digital technologies further stimulate this dynamic reshaping of individual identities through a variety of digital platforms such as online communities, digital diasporas and international social networks. What seems to be common among various forms of digital networking is the intention to be a part of a global community while trying to present and preserve what is locally possessed, creating a context of glocal interaction blending local attributes with global perspectives through digital communication. This paper analyzes how global digital technologies, with their fluid and immersive network, enable world citizens to develop and renegotiate their social and cultural identities transcending physical and temporal boundaries. Setting out from the analysis of the presented cases, this paper also discusses the pros and cons of such digital networking and offers suggestions to effectively manage such worldwide mobility and connectivity fostering more respected, inclusive and immersive interactions across cultures which are the building blocks of a glocal world.

ABSTRACTAcross Africa, the deployment of digital solutions such as track and trace apps and vaccine passports to tackle COVID‐19 largely failed in their public health objectives. Yet, in the process, these material interventions revealed and unleashed new potentialities of governance throughout the continent. This article examines these developments and their significance through historical and theoretical lenses. Since colonialism, African states have been built partially through responses to public health emergencies. Such emergencies have enabled authorities to experiment with and enact logics of control, extraction and legitimation. By interrogating the relationship between epidemics, power and technological artefacts, this article argues that COVID‐19 constituted an exceptional event that both unmasked pre‐existing logics of governance but also enabled experiments with novel techniques through digital technology. Digital techno‐opportunist interventions did little to curb the spread of COVID‐19, but such interventions nevertheless have ramifications and implications that extend beyond this moment. While the political outcomes of the rupture caused by COVID‐19 are not yet fully known, and are subject to resistance and reimagination from below, the political opportunity of ‘crisis’ reveals distinctly new ways in which states and corporations are combining to pursue logics of control, extraction and legitimation across Africa in a digital age.

Digital technologies in sport, exercise and health along with every other aspect of human activity have the potential to change practices but also the very discourse and perception of an activity. As technology develops and devices become more ‘smart’, qualitative research requires theories and concepts with which to frame empirical study. Social constructivism at one end of a continuum says that society determines how new technologies are designed and used, in contrast, technological determinism states that technology develops along a single track of progress of development to determine the social. Both of these are explored and used as polar extremes to then blur boundaries with the theoretical positions of postdigital, postphenomenology and Actor-Network Theory (ANT). These perspectives critically look at the digital and the human and the mediation of experiences through technological artefacts and human agency in a network of humans, artefacts and culture. These perspectives are explored and contextualised through health and fitness tracking devices and presented as theoretical frameworks for qualitative research in sport, health and exercise.

O presente artigo resulta de pesquisa teórica, de natureza qualitativa e aborda as Tecnologias Digitais da Informação e Comunicação – TDICs como um aspecto contribuinte à prática pedagógica do professor do Ensino Superior. Para construir seus argumentos os autores apóiam-se em autores como Cristensen; Horn; Staker (2015), Valente (2014), Nóvoa (2015), Freire (2002), Pretto (2008), dentre outros. A escrita constitui-se em um desafio para compreender a ação docente aliada à cultura digital. Torna-se relevante refletir sobre o fazer pedagógico nas premissas da aula na cibercultura, uma vez que os alunos são oriundos de uma ambiência com as tecnologias e a Universidade não pode ficar alheia a essa questão. Nesse sentido, este ensaio busca defender a ideia da inclusão das tecnologias digitais como ferramenta de construção de saberes e inserção de conhecimentos sociais e educacionais. Constata-se a necessidade do professor inserir, em sua prática, artefatos tecnológicos que fazem parte da vida de seus alunos, bem como conhecer suas linguagens e as formas como se comunicam e acessam informações. Entrar nesse universo e direcioná-lo para práticas de aprendizagem acadêmica e produção de conhecimento passa a ser uma estratégia imprescindível para melhorar o desempenho dos estudantes e gerar a inovação necessária ao Ensino Superior.