Contributions to science teaching in cyberculture based on technodiversity and territoriality

Abstract

Studies and discussions around science teaching and education as a whole indicate the importance of contextualizing knowledge and the search for ways to make this knowledge meaningful for the present time constituted by a digital culture. In this sense, this article seeks to develop concepts from other areas, including installation (Art), territoriality (Geography), technodiversity (Philosophy and Technology) and duration (Metaphysics), articulating them with the processes of construction and communication of learning in Science, proposing that recognizing and valuing these elements in student productions contributes to an integral formation of students. To this end, a qualitative research of a basic nature was carried out, centrally supported by the ideas of the authors Henri Bergson, Yuk Hui, André Lemos and Sylviane Leprun. In this way, it is understood that as authorial processes are assumed in aesthetic utterances as a means of installing the student in the school space, it is possible to favor a dialogicity that transcends and intersects territorialities, as well as strengthening the development of skills that contribute to the integral formation of these students immersed in a context of digital culture.