REFLETINDO SOBRE AS RELAÇÕES ENTRE CIBERCULTURA, LETRAMENTO E INCLUSÃO DIGITAL

Abstract

96 800x600 Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Arial;} Technological development has promoted profound transformations in consumption and production of information, triggering new ways to interact with knowledge and culture. With the emergence of digital media, virtual communities and other Internet spaces have created the possibility of strengthening social ties and dynamic interactions with the other by the intense sharing of information. Literacy and digital inclusion today present new challenges that needs to be overcome by the implementation of digital inclusion policies compromised with a teacher training in tune to the new learning processes that emerge with cyberculture. Considering the ways in which the subjects relate to the knowledge and culture today from experiences increasingly mediated by digital technologies, we present a discussion on the relation between literacy associated with digital inclusion. Throughout the text, innumerous reflections lead us to understand that the notion of being literate and be digitally included from the experience of social practices of cyberculture is more than the possession of computers, but to use digital technologies in a critic and reflexive way. For this reason, the promotion of public policies of access and democratization of these resources is needed to transform bits in knowledge and ensure that the citizens of the 21st century are engaged and in tune to their human and social rights.