Contribuições dos princípios da complexidade para a constituição de ambientes de aprendizagem no contexto da cibercultura

Abstract

This dissertation, linked to the Program of Graduate Education from the University of Caxias do Sul and supported by the Higher Education Staff Improvement Coordination, emerged from an experience that had as a research problem: How can learning environments be constituted based on Principles of the Complexity in the Cyberculture context? and as a goal, the elaboration of guidelines based on the Principles of the Complexity and in the cybercultural and complex context, aimed at creating learning environments. The theoretical approaches considered Complex Thinking, from Edgar Morin, especially, regarding the Principles of Complexity; and considered the concept and some cybercultural development, as a global connection and social immediacy, from Pierre Lévy and André Lemos. The methodological option was consistent with the theoretical aspects of Complex Thinking, however, through the complex concept of method, two complementary characteristics were considered: of being a program (what can be planned in the research) and of being a strategy (considering the unpredictability and integrating the researcher in the process). Regarding the character of the program, the study was theoretical, with a dialogue among the ideas of thesis authors, dissertations and articles that articulate the concepts of Complex Thinking, Cyberculture and Learning Environments. Regarding the strategy characteristic, the research considered the theory-method-research triad, in which the theory gives origin to the method and the researcher is the active subject, thinker, and strategist, that taking the theory and the method as guidelines, as well as, the Principles of Complexity, make choices and make changes in the program, when necessary. This way, from the research problem, the articulation was performed among the concepts brought by Morin, Levy, and Lemos, as a way of making a conceptual network. Afterwards, a dialogue was articulated among the thesis authors, dissertations and articles that approach the mentioned theme, previously. And, lastly, it was established guidelines to the constitution of the learning environments, based on the Principles of Complexity and in the Cyberculture context. It is important to show that the presentation of the steps of this research was made through the metaphor "Em busca da Vila dos(as) Caminhantes", as a way of relating with the two languages, mentioned by Morin, the rational and the symbolic. To conclude, the reflections that made up the answer to the research question were to meet the need of changing the conception related to the educational practices, knowledge, students and teachers, taking Cyberculture and global-society as contexts. Among such needs, it stands out the perception of the mutual constitution among the elements that compose the learning environments, including Cyberculture as a potentiator of knowledge building processes, from the educational practices designed to cocreate the global-society. And also, it stands out the responsible subjects for such shared creation, that, by the Complex bias, need to awake as global-citizens, understanding them as individuals with particularities in their dimensions, but belonging to the same species, human, and inhabitants of the same Planet.