ETS COMMUNICATE - Revista de Comunicação, Linguagens e Sociedade

Challenges of digital identity: a critical analysis from the perspective of social representations

2024-10-12T10:52:25+00:00

The virtualization of identity experience offers new perspectives on how digital technologies shape the perception, construction, and expression of identities in virtual environments. Through profiles, avatars, and other digital representations, individuals find a space to experiment with different forms of presentation and interaction, breaking away from traditional identity norms. To deepen the understanding of this phenomenon, the analysis will be guided by the Theory of Social Representations, proposed by Serge Moscovici, which will allow for an exploration of the cultural and social implications of this transformation. This article discusses how digital platforms open up new possibilities for identity exploration and how these dynamics influence the relationship between the "real self" and the "virtual self," providing a critical reflection on the changes in individual and collective identity experience in the digital age.

Reflections on the importance of digital educational technologies in knowledge mediation

2024-10-28T00:55:52+00:00

This study aims to discuss the importance and use of digital information and communication technologies in education, based on an integrative review. In this paper, proposed as a reflective activity in the Educational Interface Design discipline, in April 2022, we will highlight different scientific elements that contribute to the educational culture that use cyberspace as one of the locus of collaborative teaching-learning. To this end, bibliographic and infographic research were carried out in order to understand the educational dynamics that involve Big Data, Artificial Intelligence, Machine learning, Virtual Reality and Adaptive Platforms, and how each of these can contribute to a teaching and significant learnings.

Working with orality in the classroom

2025-01-05T01:18:57+00:00

This article discusses the relevance of working with orality in the classroom, highlighting the need for its appreciation and inclusion in the teaching-learning process as an essential tool for the integral development of students. Orality, often neglected in the school context, plays a crucial role in the construction of communicative skills and in strengthening the cultural identity of students. Based on the theoretical frameworks of Kleiman (2005), Mendonça (2009), Lerner (2002) and Bentes (2010), pedagogical strategies and practices that promote oral expression as an essential skill for the integral development of students are analyzed. Bentes (2010) argues that orality is not limited to linguistic aspects, but also encompasses gestures, intonation and other non-verbal elements that contribute to expression and understanding. In turn, Kleiman (2005) reinforces the need to overcome the mechanical teaching of reading and writing, adopting a broader approach that encompasses different forms of communication. Mendonça (2009) highlights the integration of oral and written textual genres as fundamental for a contextualized and meaningful education. The research also proposes reflections on educational planning and the choice of methodologies that value orality as an integral part of the school curriculum. The adoption of innovative practices can contribute to overcoming the challenges encountered in teaching oral expression, promoting the active participation of students and preparing them for formal and informal communication situations. In this way, working with orality not only enriches the educational process, but also forms citizens who are more aware and prepared to interact in society.