Made available in DSpace on 2015-05-07T15:08:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5011672 bytes, checksum: a65e53ba9a2ad8875dabfe72cd9f62d5 (MD5) Previous issue date: 2011-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Culture as the main organizer of ways of being and living of people has become fundamental, especially after the second half of the twentieth century and the twenty-first century. Since 1960, studies conducted by Cultural Studies, especially by Media Studies, have initiated the problematization of the relationship between culture and media in the constitution of social relations. The epistemological challenge of this research consists of analyzing the hybridization of the academic culture with a cyberculture from mediations between learners and digital intellectual technologies in educational blogs in higher education. Therefore, proposes a critical reflection on the meanings produced for teaching and learning practices in the use of academic education blogs, mapping the views of academic culture and outlining a provisional and transitory map of its hybridization with a cyberculture, based on the methodological assumptions of virtual ethnography. Originated from the theoretical intercultural perspective proposed by Canclini and Martín-Barbero, this study interconnects concepts of learning, learners, digital intellectual technology, academic culture, cyberculture and hybridization, emphasizing the political aspects involved in interculturality and the relevance taken on pragmatic aspects that, in general, have predominated in the conceptions and practices of cultural appropriation and the use of technologies in educational institutions. The blogosphere is the empirical field chosen for this virtual ethnography. Five teachers of federal institutions of higher education in Brazil participated in this research. Data were collected through semi-structured interviews and documentary analysis of the interface and records contained in the posts and comments from five educational blogs that comprised the study sample. The data were treated following the analytical approach to the ethnographic record, proposed by Atkinson, which generates a series of thematic headings and coding schemes to outline a conceptual network for the organization and presentation of the results. The analysis allows concluding that the mediations between learners and digital intellectual technologies can promote and / or restrict the hybridization of the academic culture with the a cyberculture. Accordingly, it was possible to confirm the thesis that teaching and learning are continually (re) defined in the practical use of academic educational blogs, in both situations. These redefinitions refer, above all, to the redistribution of power in the relationship between learners and teachers and to the discussion of the episteme of teaching at university. As verified, cultural hybridization hold a virtuality to transform academic practices. However, the resulting hybrid practices are always consolidated by continuities and ruptures, coming from the practices of the academic culture and practices of the cyberculture that hybridized. / A cultura como principal articuladora das formas de ser, estar e viver das pessoas constitui-se como elemento fundamental principalmente após a segunda metade do século XX e no século XXI. Desde 1960, as pesquisas realizadas pelos Estudos Culturais, sobretudo, pelos Estudos da Mídia, iniciaram as problematizações sobre a relação entre cultura e mídia na constituição das relações sociais. O desafio epistemológico desta pesquisa consistiu-se em analisar a hibridação da cultura acadêmica com a cibercultura a partir das mediações entre os(as) aprendentes e as tecnologias intelectuais digitais em blogs educativos no Ensino Superior. Para tanto, propõe uma reflexão crítica sobre os significados produzidos para o ensinar e o aprender nas práticas acadêmicas de uso de blogs educativos, cartografando as paisagens da cultura acadêmica e delineando um mapa provisório e situado de sua hibridação com a cibercultura a partir dos pressupostos metodológicos da etnografia virtual. Desenvolvida sob a perspectiva teórica intercultural proposta por Canclini e Martín-Barbero, o estudo interconecta os conceitos de aprendência, aprendentes, tecnologias intelectuais digitais, cultura acadêmica, cibercultura e hibridação, ressaltando os aspectos políticos em questão na interculturalidade e a relevância que eles assumem sobre os aspectos pragmáticos que, de modo geral, tem predominado nas concepções e nas práticas culturais de apropriação e de uso das tecnologias nas instituições educativas. A blogosfera foi o campo empírico escolhido para esta etnografia virtual. Participaram da pesquisa cinco docentes de instituições federais de Ensino Superior no Brasil. Os dados foram coletados por meio de entrevistas semiestruturadas e da análise documental da interface e dos registros contidos nos posts e comentários dos cinco blogs educativos que compuseram a amostra deste estudo. Os dados foram tratados seguindo a abordagem analítica para registros etnográficos, proposta por Atkinson, que gera uma série de títulos temáticos e esquemas de codificação para delinear uma rede conceitual para a organização e apresentação dos resultados. As análises permitiram concluir que as mediações entre os(as) aprendentes e as tecnologias intelectuais digitais podem favorecer e/ou restringir a hibridação da cultura acadêmica com a cibercultura. Nesse sentido, tanto em uma situação quanto em outra, foi possível confirmar a tese de que o ensinar e o aprender são continuamente (re)definidos nas práticas acadêmicas de uso dos blogs educativos. Essas redefinições referem-se principalmente à redistribuição do poder na relação entre os(as) aprendentes docentes e discentes e ao questionamento da episteme do ensino na universidade. Constatou-se que as hibridações culturais possuem virtualidade para transformar as práticas acadêmicas. Entretanto, as práticas híbridas resultantes são constituídas sempre por permanências e rupturas, oriundas das práticas da cultura acadêmica e das práticas da cibercultura que se hibridaram.

. Ce travail propose, en se basant sur un corpus issu de revues spécialisées en médecine tropicale et sur une série d'interviews de spécialistes du domaine, de comprendre le (ou les) rôle(s) des cartes, d'étudier son évolution au cours du temps ainsi que son impact dans la construction du fait scientifique. Cette étude s'est plus particulièrement appuyée sur la sémiotique peircienne qui a permis d'appréhender le sens des cartes, sur les écrits de Latour concernant la construction de la science ainsi que sur ceux de Robert concernant les technologies intellectuelles. Ces écrits ont donné lieu à la construction d'un système d'analyse de toute carte que notre corpus a alimenté. Outre l'impact réel des cartes publiées, impact constaté par une plus forte citation des articles les publiant, il a été mis en évidence que le(s) rôle(s) évolue(nt) au cours du temps. Au départ, toutes les cartes publiées avaient une fonction d'illustration et n'étaient pas nécessaires à la compréhension de l'article. Au fur et à mesure que les médecins adoptent les avancées de la cartographie, elles acquièrent de nouveaux rôles et deviennent des outils de recherche qui possèdent une autonomie scientifique. Inversement, nous observons des cartes qui perdent de leur « scientificité » au cours du temps. Si donc le rôle de la carte en médecine tropicale est dépendant à un moment donné des connaissances sémiologiques et médicales de son auteur et de son lecteur, il l'est aussi du temps qui, par l'évolution technique, scientifique et sociopolitique de l'environnement, modifie l'apport de ce support pour la recherche et pour la communication. / These objects can cover many different disciplines and appear in this study both politically and scientifically. This study intends to, by being based on a corpus of magazines specialised in tropical medicine and on a series of interviews of specialists in the area, understand the role of maps, studying their evolution in time and their impact on the construction of scientific fact. This study is primarily based on Peirce's semiotics allowing the comprehension of maps, on Latour's works about the construction of science and on Robert's studies into intellectual technologies. These papers led to the construction of an analytical system for all maps used by our corpus. Beyond the primary impact of published maps, which can be noticed through frequent quotations of the articles publishing them, it has been proved that its roles change over time. To start with, all the published maps had an illustrated purpose and were not required to understand the article. As doctors started adopting the progress in cartography, map stook on new roles and became research tools with their own scientific independance. Conversely, we observe that some maps loose their « scientificity » with time. In conclusion, if the role of maps in tropical medicine is dependant on the semiological and medical knowledge of the author and the reader, it is also dependant on the time, which by the technical, scientific and sociopolitical evolution of the environment, alters the use of this format for research and communication.