Pesquisa Narrativa e Curadoria de Conhecimento na Cultura Digital

In the present article we explore the conceptualizations of the notion ‘Imaginary’ and its manifestations, involving a progressive rediscovery of both collective and individual imaginaries towards and within the context of digital culture(s). The key terms outlining the analysis include imagination, the imaginary, collective imaginary, social imaginary, identity, culture, and society. These conceptual frameworks shape the investigation across three primary directions: (1) imagination versus imaginary, collective and individual imaginary, (2) the social imaginary, encompassing conceptions, visions, and interdisciplinary explorations, and (3) its modern and contemporary manifestations within digital culture, with specific examples and references to social, political, and media imaginaries. Our analysis adopts an epistemic approach grounded in a historical-literary perspective, drawing on the sociocultural dimensions of the theoretical framework within which the imaginary was initially conceptualized as an independent field of study (Gaston Bachelard, Gilbert Durand). It is defined at the intersection of disciplines – psychology, philosophy, literature, sociology, anthropology, social psychology, cultural anthropology, sociopolitics, and cultural studies – and has been progressively redefined at the crossroads of imagination and technology.

This research aims to explore the implications of fashion content dissemination on TikTok as a digital cultural phenomenon that influences lifestyle standards and fashion trends among Gen Z in Denpasar City. The primary focus of this study is to analyze the impact of influencer @nazwaadinda's account on Gen Z's fashion preferences, along with the positive and negative effects arising from this phenomenon. Within the context of digital culture, TikTok has become a key platform for Gen Z to seek lifestyle inspiration, particularly through interactive and creative visual content. The Uses and Gratification Theory is employed to understand the motivations and satisfaction of Gen Z in consuming fashion content, including their reasons for connecting with influencers like @nazwaadinda. The findings reveal that content shared by Nazwaadinda not only shapes clothing choices but also influences shopping habits and trend-oriented mindsets. While it offers positive impacts such as enhanced creativity and increased fashion awareness, this phenomenon also brings about social pressures to adhere to specific standards and anxiety related to ideal body image. As part of digital culture, TikTok creates a space where fashion trends evolve dynamically, reflecting the collective identity of Gen Z, particularly in Denpasar. This phenomenon highlights how social media acts as a cultural agent that shapes the perceptions and behaviors of young generations in the digital era. Keywords: Dissemination of Fashion Content, TikTok, Digital Cultural Phenomenon, Gen Z, Denpasar City

The Institutional Logic of Digitalization

Objective: This study aims to examine TikTok’s role as a catalyst in shaping music trends through its algorithms and popularity dynamics. Method: A content analysis was conducted on 35 TikTok audio and video clips that went viral in 2024-2025 to understand the relationship between music, algorithms, and digital popular culture. Results and Discussion: The findings reveal that the popularity of music on TikTok is not solely dependent on its artistic value but also on how users package the song within the context of digital culture, such as dance challenges, memes, and remixes. TikTok’s algorithm facilitates rapid music dissemination, leveraging social dynamics and advanced algorithmic strategies. Conclusion: TikTok functions not only as a music distribution platform but also as a cultural agent that shapes music preferences and accelerates the viral cycles of songs within the contemporary music industry. This study contributes to the field of music and digital media by highlighting how platform algorithms can shape cultural preferences and the broader dynamics of the music industry.

This article analyzes the characteristics, potentialities, and challenges of the Web Curriculum in the context of Distance Education (DE), in light of the transformations brought about by digital culture. This bibliographic research is based on academic works, scientific articles, and official documents, aiming to understand how curricula mediated by digital technologies can promote more meaningful, interactive, and inclusive learning. Initially, the evolution of the curriculum concept and its social function is discussed, highlighting the transition from traditional models to more critical and flexible approaches. Then, the specificities of DE and the curricular models that support it are explored, emphasizing pedagogical mediation and personalized learning. The Web Curriculum is presented as an innovative proposal, grounded in principles such as hypertextuality, authorship, and collaboration, aligning with active methodologies and the demands of networked society. The discussion reveals both the advantages and the challenges of this approach, including digital exclusion, teacher training, and assessment in DE. It is concluded that the effective implementation of the Web Curriculum requires public policies, adequate infrastructure, and continuous teacher development, as well as new pedagogical practices that value autonomy and authorship in digital culture.

This article analyzes the characteristics, potentialities, and challenges of the Web Curriculum in the context of Distance Education (DE), in light of the transformations brought about by digital culture. This bibliographic research is based on academic works, scientific articles, and official documents, aiming to understand how curricula mediated by digital technologies can promote more meaningful, interactive, and inclusive learning. Initially, the evolution of the curriculum concept and its social function is discussed, highlighting the transition from traditional models to more critical and flexible approaches. Then, the specificities of DE and the curricular models that support it are explored, emphasizing pedagogical mediation and personalized learning. The Web Curriculum is presented as an innovative proposal, grounded in principles such as hypertextuality, authorship, and collaboration, aligning with active methodologies and the demands of networked society. The discussion reveals both the advantages and the challenges of this approach, including digital exclusion, teacher training, and assessment in DE. It is concluded that the effective implementation of the Web Curriculum requires public policies, adequate infrastructure, and continuous teacher development, as well as new pedagogical practices that value autonomy and authorship in digital culture.

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.

Digital technology's transformative influence in business is undeniable, reshaping strategies and operations. Embracing this change goes beyond tech adoption it requires aligning culture, structure, and people with the evolving landscape. Digital leadership is crucial in navigating this realm, impacting job motivation, innovation, and overall performance. However, the relationship between digital leadership, employee performance, and digital culture is complex and context-dependent. The study aims to investigate the impact of digital leadership on organizational performance, with digital culture, digital technology, and digital marketing as intervening variables concerning sustainability and organizational performance in Jakarta. It uses a quantitative approach to analyze the numerical relationship between the variables. Utilizing a Purposive Sampling design, the Partial Least Square (PLS) approach will be employed for study analysis, with assistance from the SMARTPLS 4.0 application. Digital culture, marketing, and technology are all has significant influence by digital leadership. Higher digital leadership positively correlates with increased digital culture, marketing, and technology, while lower digital leadership negatively affects these aspects. Digital culture significantly influences organizational performance. Meanwhile, digital marketing shows a positive influence on performance but lacks significance. Digital technology positively and significantly affects organizational performance. Prioritize the enhancement of digital leadership to advance digital culture, marketing strategies, and technological implementation within organizations. Examine how digital culture contributes to organizational performance, emphasizing a culture fostering innovation, adaptability, and collaboration.

Innovation and Disability

Digitalization has been an inevitable part of human lives, and education is not an exception. Digitalization is, however, only a part of the change. While digitalization is just using digital technologies and digitized data for an impact, digital transformation is broader adoption of digital technology and cultural change. It is more about the people, rather than the technology. One of the most prominent examples is the integration of the digital culture and the school culture, creating “digital school culture”. Concerns arise from the change, especially isolation from peers and decreased effectiveness on practical lessons . In this case, the creativity to integrate digital culture in online settings to accommodate these concerns is necessary. This research attempts to find the three high schools in Tabanan’s current state of digital school culture and plan of development for the future. The data is gained through semi-impromptu interviews with three high schools’ vice-principal of curriculum and vice-principal of student affairs in Tabanan. Their answers are then analyzed through digital culture and school culture theory. Their answers will also be compared with each other to figure out the similarities and differences in their implementation of digital school culture.Keywords: digital culture, school culture, digital school culture, digital transformation, digital native, digital immigrant, Tabanan high school

Purpose This study aims to examine digital consumer culture and behavior in the community, namely, 180° Movement Digital Training Center (DTC), in Jakarta, Indonesia. It aims to describe the dynamics of digital consumer culture in contemporary society, particularly as experienced by the youth community in Jakarta in the context of socio-technology relations and incorporates it into the diagram of digital consumer culture network. Design/methodology/approach This research uses a constructivist qualitative approach and socio-technical relation analysis through actor-network theory and digital consumer culture. Findings The study finds that the individual model of digital consumption is constructed through the process of problematization, interessement, enrollment and mobilization of individuals. It generates a culture in which consumers are constantly up to date with high-intensity information, but within increasingly shorter timeframes, while also considering principles of affordability, needs, desires and satisfaction. The network of digital consumer culture construction among informants is peculiar and unstable. Research limitations/implications The study of digital consumer culture within the 180° Movement DTC community highlights how consumer behaviors of its members are facilitated and interconnected within a digital cultural network. However, this research is constrained by the dialectical interplay between Christian principles and the emerging values of consumer culture, a result of the scarcity of theoretical resources and information. This study also provides a specific contribution as a foundation for mapping the volatile digital consumer culture for researchers. Practical implications Understanding the socio-technological relationships and consumption behavior of the youth community could help digital platforms tailor their services more effectively. It could also guide the 180° Movement DTC in developing programs that resonate with the youth, bridging the gap between the physical and virtual realms. Ultimately, this could lead to a more engaged and digitally literate society. Social implications This study contributes to a broader societal understanding of how digital technology is shaping consumer behavior and identity within youth communities, which can influence social dynamics and interactions. It provides insights into the potential social impacts of digital technology, such as changes in relationships, communication patterns and self-perception, informing societal discourse on digital culture. Originality/value In addition to presenting socio-technological analysis on Indonesian consumer culture using actor-network theory, some also show that studies on digital connectivity ambivalence that concern the relationship between humans as actors and non-humans as actors have become one of the popular sociology studies at present.

Digital technologies have, in recent years, changed the relationship between users, content, and information. These changes have been more noteworthy and tangible, particularly in the 2010s, accelerating in the year 2020 due to the COVID-19 pandemic. This context places societies in new scenarios where interactions change dramatically, and where digital technologies and scientific culture developed in recent decades have a relevant role. In this work, we analyse the technological context, focusing on media technologies and data production and dissemination, and their potential to advance and implement new relationships between stakeholders, users, organisations, research groups, and with data, information, and knowledge. Technologies such as extended reality, motion graphics, immersive journalism, massive and open data, data visualisation, open science, etc. create an ensemble of potential scenarios where the access to information and knowledge will present us with many innovative approaches. When digital technologies have changed our lives and our way of interacting with our peers and information, the new context has enhanced these changes, due to the emergence of new necessities: firstly, the necessity of scientific research; and secondly, the necessity of designing and considering new interactions and ways of establishing relationships. In both cases, digital media technologies are performing a relevant role which may even further accelerate changes in the new context and scenarios emerging, changing relationships and ways of interacting at all levels, from individuals to international relationships, and, of course, between individuals and information. This context places a new scenario before us, where digital media and scientific research and production are a relevant part of human heritage, always in a process of change and evolution.

Este artigo discute o modo como a Cultura Digital afeta a atuação docente na área da Educação Musical, problematizando o uso de recursos tecnológicos e seus desafios na prática pedagógica. A partir da reflexão sobre os conceitos de Musicalidade e Cultura Digital, o trabalho analisa um recorte sobre as transformações dos processos de aprendizagem e autoaprendizagem das práticas musicais subsidiadas pelas Novas Tecnologias Digitais (NTD) no contexto da Educação Musical. A metodologia foi constituída de revisão de literatura, questionário on-line e entrevista semiestruturada com músicos profissionais experientes, cujos dados coletados foram analisados na perspectiva quali-quantitativa. Os resultados demonstram que a Cultura Digital permeia as práticas pedagógicas do planejamento e pesquisa de materiais à implementação de recursos de aprendizagem e autoaprendizagem. A pesquisa aponta desafios da docência no campo da Educação Musical, considerando o descompasso constatado entre a fluência na Cultura Digital dos estudantes e as limitações materiais de infraestrutura, de conectividade e de formação inicial e continuada de professores. Defende que a Educação Musical se beneficia com o emprego das novas tecnologias digitais, porém exige uma mudança paradigmática ao entender o estudante como um ser integral e protagonista do processo educativo-musical, cuja bagagem tecnológica pode ser crucial no processo educativo.

In the context of the rapid digitalization of the educational process, there is a need to form a new digital didactic culture of teachers. The article is devoted to the analysis of the conceptual and terminological apparatus associated with digital didactics, which allows for a deeper understanding of changes in pedagogical practice and prepares teachers for the challenges of our time. The scientific basis for the formation of a new didactic culture of teachers is the praxeological approach, which focuses primarily on practical activities and experience. To achieve these goals, the article uses methods of comparative analysis and research of existing scientific publications, practical recommendations, as well as monitoring the work of teachers in a digital environment. Special attention is paid to the praxeological approach, which is the basis for building the methodology of digital didactic culture of teachers. As a result of the comparative analysis, key terms and concepts characterizing digital didactic culture have been identified: “human culture”, “professional and pedagogical culture”, “didactic culture”, “digital culture”. The main components of this culture are identified, such as digital lite­racy, the use of educational technologies and techniques, as well as the role of the teacher as a facilitator of the educational process. Recommendations on the use of the praxeological approach, which is fundamental for the formation of the digi­tal didactic culture of teachers, are also presented. The article highlights the importance of understanding and introducing new concepts and terms into educational practice for teachers to successfully adapt to the demands of the digital age. The development of a clear conceptual framework contributes not only to improving the quality of education, but also to improving the professional competence of teachers in a rapidly changing world. The formation of a digital didactic culture is an important task for the higher education system. The praxeological approach can be an effective tool for solving it.

The mass implementation of digital technologies in all the life spheres changes the demands to future teachers’ training who are responsible for preparing the young generation to interacting, communicating, learning, and generating new knowledge in innovative digital society. The article looks into the relevant issue of defining the content characteristics of digital culture of future primary school teachers of English. The relevance of the research is proved by the analysis of a number of official documents that are regulatory foundation of conducting scientific research of education system digital transformation. The issue of developing teachers’ digital culture is a subject of studying of domestic (O. Bazeliuk, V. Bykov, L. Havrilova, M. Zhaldak, M. Leshchenko and others) and foreign scientists (С. Bassett, J. Bushati, V. B. de S. Júnior, J. E. Hasmujaj, E. Lezha, E. Nonato, A. K. F.Nunes, F. S. C. Pimentel, G. Tuxhari and others). The purpose of the article is to define the content characteristics of the concept “digital culture of future primary school teacher of English” and to theoretically substantiate its structural units. Based on the analysis of domestic and foreign researches, the digital culture is determined as a system unity of future teachers’ personal qualities that is characterised by the awareness of information needs that encourage a person to search for information, perform action for its processing and using; knowledge, skills and practical experience to implement information and communication technologies and develop electronic educational resources while conducting professional activities; rules and norms of behaviour in digital environment. It is emphasised that the structural components of digital culture include the following units: digital literacy and behaviour in digital environment. The author concludes that the development of digital culture corresponds to the requirements of the evolution of digital society, taking into account the processes of reforming and modernising of education in Ukraine with the basis on the constant teacher’s self-development. Key words: digital culture, professional teacher training, digital literacy, professional self-development, behaviour in digital environment, information and communication technologies.