Hypermedia, contemporary writing technologies and social inclusion: new trends on Teacher s Formation Epistemology
Luiz Antonio G Senna, University of State Rio de Janeiro (UERJ), Brazil
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Social policies oriented to inclusive interests have grown all around the world since the last two centuries, most of which concerned to the offer of formal school education for all. The more the offer, although, the more it seems innocuous to grant space and material conditions for some marginal groups, that, even frequenting schools in a regular basis, still remain unknown, invisible to school and, most of the time, unable to prove the existence of their cognitive skills. This paper analysis this situation from the point of view of the stress caused by two distinct models of cognitive processing, associated to different social subjectivities not equally recognized by the Modernity and, as a consequence, by ordinary academic grounds of teachers formation. The analysis characterizes writing and hypermedia technologies as determinant of certain cognitive profiles, their role in the education of peripheral subjects and their impact over teachers formation Epistemology.
Senna, L.A.G. (2010). Hypermedia, contemporary writing technologies and social inclusion: new trends on Teacher s Formation Epistemology. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1278-1285). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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