Mídias locativas e realidade mixada: a produção de sentidos sobre o digital-virtual a partir da cartografia com suporte das tecnologias digitais

Abstract

This paper discusses the field of tension that has arisen from the emergence of a digital culture in public schools that participate in digital inclusion projects. Based on the theoretical and epistemological assumptions of cognitive ecologies and structural coupling, we discuss the production of meanings about the virtual-digital as a necessary path for the opening of new possibilities regarding the use of digital technologies in education. We performed an exploratory workshop with teachers of a statewide network of public education, involving local cartography supported by digital technologies, locative media and mixed reality. The workshop was designed to lead participants to an informational and aesthetic experience for the production of meanings about the virtual-digital on the basis of a dual – technological and symbolical – appropriation using technologies such as QRCode markers, digital media, geolocation and publishing in a blog. The teachers showed an understanding of the virtual-digital as a technology that can expand physical experience, the experience of time and protagonism among teachers and students. We conclude by discussing the “being part of” a digital culture on the basis of the demand for a reconfiguration of pedagogical practices and their cognitive regimes, regimes of authority and the very notion of sociability in relation to the educational process.Key words: locative media, mixed reality, cartography, cognitive ecology, digital inclusion.