Mediation, conflict,negotiation: Uses and appropriations of ICTs in the connection of young people with the school institution
Mediation, conflict,negotiation: Uses and appropriations of ICTs in the connection of young people with the school institution
复制标题
DOI：
10.24215/16696581e218
复制
发表时间：
2019-10-01
期刊：
影响因子：
0.1
通讯作者：
Khoury, Yazmin
中科院分区：
文献类型：
--
作者：
Matias Sterkel, Juan;Rimoldi, Emiliano;Khoury, Yazmin
在这篇文章中，我们试图确定信息和通信技术如何重新配置主体的身份，产生新的方式阅读和写作，新的方式表示和复制/抵制文化;以及它们如何与学校的机构演员。换句话说，不同的使用和概念的信息和通信技术的科目和紧张局势所产生的这些做法在学校机构进行了分析。利用讲习班的模式和参与者观察和深入访谈等工具，设计了一项定性方法战略。2012年整个学年，经验参考股由拉普拉塔第43学校的六年级学生、教师和当局组成。因此，得出的结论是，学校机构允许使用信通技术的特点是工具性的，作为节省资源和促进教育工作的工具，合法知识是学校的唯一财产，加强了知情权关系。这样，青年人的文化世界和以信息和通信技术为媒介的新的社会形式就变得无形了。
In this article we seek to identify how ICTs reconfigure the identities of subjects, generating new ways of reading and writing, new ways of representing and reproducing / resisting culture; and how they relate to the institutional actors in the School. In other words, the diverse uses and conceptions of ICTs by the subjects and the tensions generated by these practices within the school institution are analyzed. A qualitative methodological strategy was designed, using the workshop modality and tools such as participant observation and in-depth interview. The Unit of Empirical Reference (URE) was constituted by students of the 6th year, teachers and authorities of School No. 43 of La Plata throughout the school year 2012. As a result, it was concluded that the uses of ICTs allowed by the school institution are marked by an instrumental look, as tools that allow resources to be economized and to boost educational work, where legitimate knowledge is the sole property of the school, reinforcing the power-to-know relationship. In this way, the cultural world of young people and the new forms of sociality, mediated by ICTs, become invisible.