National culture is deeply rooted in values, which are learned and acquired when we are young (2007, p. 6), and „embedded deeply in everyday life. (Newman & Nollen, 1996, p. 754). Values have helped to shape us into who we are today. In other words, as we grow older, the cultural values we have learned and adapted to will mould our daily practices. This is reflected in our actions, behaviours, and the ways in which we communicate. Based on the previous assertion, it can be suggested that national culture may also influence organisational culture, as our „behaviour at work is a continuation of behaviour learned earlier. (Hofstede, 1991, p. 4). Cultural influence in an organisation could be evidenced by looking at communication practices: how employees interact with one another as they communicate in their daily practices. Earlier studies in organisational communication see communication as the heart of an organisation in which it serves, and as „the essence of organised activity and the basic process out of which all other functions derive. (Bavelas and Barret, cited in Redding, 1985, p. 7). Hence, understanding how culture influences communication will help with understanding organisational behaviour. This study was conducted to look at how culture values, which are referred to as culture dimensions in this thesis, influenced communication practices in an organisation that was going through a change process. A single case study was held in a Malaysian organisation, to investigate how Malaysian culture dimensions of respect, collectivism, and harmony were evidenced in the communication practices. Data was collected from twelve semi-structured interviews and five observation sessions. Guided by six attributes identified in the literature, (1) acknowledging seniority, knowledge and experience, 2) saving face, 3) showing loyalty to organisation and leaders, 4) demonstrating cohesiveness among members, 5) prioritising group interests over personal interests, and 6) avoiding confrontations of Malaysian culture dimensions, this study found eighteen communication practices performed by employees of the organisation. This research contributes to the previous cultural work, especially in the Malaysian context, in which evidence of Malaysian culture dimensions of respect, collectivism, and harmony were displayed in communication practices: 1) acknowledging the status quo, 2) obeying orders and directions, 3) name dropping, 4) keeping silent, 5) avoiding questioning, 6) having separate conversations, 7) adding, not criticising, 8) sugar coating, 9) instilling a sense of belonging, 10) taking sides, 11) cooperating, 12) sacrificing personal interest, 13) protecting identity, 14) negotiating, 15) saying „yes. instead of „no., 16) giving politically correct answers, 17) apologising, and 18) tolerating errors. Insights from this finding will help us to understand the organisational challenges that rely on communication, such as during organisational change. Therefore, data findings will be relevant to practitioners to understand the impact of culture on communication practices across countries.

This Master Thesis aims to provide a clear overview about corporate communication practices and importance of a common corporate language in the multinational corporation with diversified portfolio of employees. Theoretical part introduces theoretical background which are further applied into practices in the practical part of the paper. This academic paper critically looks at a practices within a particular multinational corporation and its practical application which influences efficiency at the work place.

The study investigated the communication practices of the Kodumela Peanut-butter development project (KPDP). The project was initiated and established by unemployed women of Puleng village. The research made use of unstructured interviews, participant observation and unobtrusive measures to gather information about the communication practices at the KPDP. It has been noted that the education level of most of these women is low, and they cannot understand, read and write English. The language of communication is Pedi. This language is used during meetings and during informal discussions within the project. The investigation has shown that oral communication dominates other in this project. The KPDP members prefer using participatory communication, as it allows all members to actively participate by means of asking and responding to questions raised. The project makes minimum use of other means of communication such as written communication because most members are illiterate. The financial donors who have assisted the KPDP to become what it is today monitor the day to day running of the project. The women who started the project together with the donors have a smooth running communication system in place for communicating with their donors. The communication system is based on mutual trust and respect for both parties. The donors respect the beneficiaries’ needs, and assist them according to their needs. The bottom-up communication flow has kept the project going. The research report recommends that the women in the project who are responsible for running the day-to-day business of the project attend a literacy program, which will assist them in running the project more efficiently and effectively if they want to compete on the national and international market. The project is doing extremely well at community level but its members want the project to grow bigger not just at community level but at national level as well. Their illiteracy has become a barrier in communicating with people outside the project who are interested in their project. / Dissertation (MA (Development Communication))--University of Pretoria, 2007. / Information Science / unrestricted

Public housing companies in Sweden find it difficult reaching their tenants with relevant information. This problem might hinder the tenants to participate in the management of their housing. This thesis aimed to explore and analyse the everyday communication practices between a municipal housing company and its tenants. The aim is fulfilled through three research questions focusing on understanding through which communication channels that the communication is practiced and how the everyday communication practices are perceived by the tenants. The study is conducted as a qualitative case study with interviews as main method, interviewing employees and tenants at Svenska Bostäder, a municipal housing company in Stockholm. It is found that the everyday communication practices depend on the matter, the type of information needed and the purpose. Furthermore, an ambition to use communication channels with in-person meetings is found among the interviewees as a good strategy to come closer to the tenant. Lastly, it is noted that effectivization is a central theme in the communication practices. The effectivization can be seen as a consequence of trends in the Swedish public housing system.

The purpose of this study was to determine the relationship between the leadership style of high school principals and their faculties' level of communication satisfaction. The study was also concerned with the relationship of the respondents' biographical data with leadership style and communication satisfaction. Subjects were selected from a population that consisted of thirty—two high schools in the North Central Texas Area. Each school that participated in the study had its faculty respond to the Communication Satisfaction Questionnaire and a teacher biographical data survey. Each school's principal responded to the Least Preferred Co—Worker Scale, principals' Communication Satisfaction Questionnaire, and a biographical data survey. The results were then analyzed using simple and multiple regression.

Conectado e subjetivado pela Cibercultura, este estudo busca compreender que formas de aprender estão envolvidas nas práticas comunicacionais através dos dispositivos móveis da conexão contínua, e como estas formas de aprender podem ser apropriadas no/pelo campo da Geografia nos processos educacionais formais. Tem como objetivos específicos: (a) analisar como funcionam algumas das práticas comunicacionais estabelecidas pelos sujeitos a partir e com os dispositivos móveis da conexão contínua; considerando suas características gerais, funções, formas de usos cotidianos; a partir das experimentações de tais práticas empreendidas nas redes comunicacionais da autora em seu processo de construção de pesquisa. (b) compreender as formas de aprender emergentes das práticas comunicacionais na cibercultura a partir e com os dispositivos móveis da conexão contínua, através da articulação das ferramentas teóricas de três grandes campos do conhecimento: Geografia, Educação e Comunicação; (c) problematizar como as formas de aprender emergentes das práticas comunicacionais da cibercultura podem ser apropriadas pelo campo da Geografia, a partir da análise de plataformas educativas, bem como de práticas públicas dos sujeitos envolvidos em processos educativos e comunicacionais Para os caminhos teórico-metodológicos, foram adotados o Campo dos Estudos Culturais e dos Estudos Foucaultianos, no interior deles foram selecionadas a autoetnografia e a netnografia, utilizando o caderno de campo da pesquisa(dora) como ferramenta de coleta de dados, tais dados foram capturados nos fluxos comunicacionais vivenciados pela própria autora em diferentes espaços. Diante das diferentes metodologias imbricadas nos processos de construção da pesquisa(dora), a investigação direcionou-se para quatro modalidades de bricolagem (metodológica, teórica, interpretativa e política) que geraram instigantes possibilidades para uma pesquisa(dora) bricoleur, inserida em movimentos que implicaram em processos de coleta e análises de dados articulados, possibilitando a experiência de escrita-leitura hipertextual dessa tese. A própria construção da tese contribuiu para compreender que as práticas comunicacionais da cibercultura vêm ocorrendo em espaços intersticiais, em uma cultura de (hiper)mobilidade, possibilitada por dispositivos móveis, que operam em rede, demandam feedbacks constantes dos interagentes envolvidos, em ações pautadas pela colaboração, o engajamento, a confiança. Isso ocorre a partir de informação contextual, filtros e reusabilidade dos produtos comunicacionais gerados, fazendo uma intensa mixagem de conteúdos, linguagens e rompendo o sentir e os sentidos (corporificados) dos sujeitos. As aprendizagens emergentes das referidas práticas comunicacionais são personalizadas, automatizadas, adaptativas, colaborativas, interativas, distraídas, em rede, ubíquas, autônomas, redefinindo a espacialidade do pensamento, hibridizando a mente e alterando tarefas cognitivas As apropriações dessas aprendizagens se inserem em dois grupos principais: um em que as tecnologias em si são as salvadoras dos sistemas educacionais, o papel do professor é relativizado e o foco do discurso de melhoria da qualidade da educação recai sobre o desempenho do aluno e do próprio professor. O outro bloco entende que as tecnologias digitais são dispositivos que apresentam inúmeras possibilidades de aprender, que complexificam o espaço e, por isso, alargam o conceito de aula, demandando um professor reflexivo para pensar em apropriações criativas, críticas e criadoras de tais possibilidades. As problematizações e experiências de escritaleituras postas, no decorrer do texto, instigam outros modos de pensar as espacialidades do sujeito contemporâneo na era da (hiper)mobilidade e suas aprendizagens. Assim, as análises empreendidas apresentam o potencial de serem pensadas nos processos educativos formais da Geografia (escolares e acadêmicos) de forma menos binária e fundamentalista. / Connected to and subjectified by cyberculture, this work aims to understand what ways of learning are involved in communication practices with mobile devices for continuous connection, and how these ways of learning may be appropriated in/by the field of Geography in formal education processes. It aims to: (a) analyse how subjects conduct communication practices with mobile devices for continuous connection, considering their general features, functions, everyday forms of use; by trying these practices in the author’s communication networks in her process of constructing her research work. (b) understand the emerging communication practices ways of learning in cyberculture with mobile devices for continuous connection by articulating theoretical tools in three large fields of knowledge: Geography, Education and Communication; (c) think of how the emerging communication practices ways of learning in cyberculture may be appropriated in Geography, by analysing educative structures and public practices by subjects involved in education and communication processes. For the theoretical and methodological ways we took on Cultural Studies and Foucault studies. Within them we selected autoethnography and netnography by using the research(er) field notes as a tool to collect data and these data were captured in the communication flow the author had in different spaces Due to the different methodologies overlapping in processes of construction of the research(er), investigation was directed towards four types of bricolage (methodological, theoretical, interpretative and political ones) leading to compelling possibilities for the bricoleur work(er), in movements causing collecting processes and analyses of articulated data, allowing for hypertextual writing-reading for this thesis. The very device of construction helped us to understand that communication practices of cyberculture have become intersticial spaces in a (hyper)mobility culture, enabled by mobile devices operating in networks with interactants’ constant feedbacks, encouraging collaboration, in actions based on collaboration, compromise and confidence. This occurs with the aid of contextual information, filters and reusability of communication products, leading to mingling contents and languages breaking with subjects’ (embodied) feeling and senses. Learning emerging from these communication practices are customised, automated, adaptive, collaborative, interactive, absent-minded, online, ubiquitous, autonomous, redefining, spatiality of thought, hybridising the mind and changing cognitive tasks Appropriation of these types of learning belong to two major groups: one in which technologies alone save the education systems, the teacher role becomes relative and the discourse focus on education improvement falls on performance of student and teacher. Another group understands that digital technologies are devices providing umpteen possibilities for learning, which ramify the space and therefore widen the concept of class, demanding reflective teachers to think of creative and critical appropriation. Problematisations and experiences of reading-writing along the text encourage new ways of thinking about the contemporary subject’s modes of spatiality in the (hyper)mobility age and his/her learning. Thus the analyses conducted here provide the potential of being taken in formal education of Geography in a less binary and fundamentalist way. / Conectado y subjetivado por la Cibercultura, este estudio busca comprender qué formas de aprender están envueltas en las prácticas comunicacionales a través de los dispositivos móviles de la conexión continua, y cómo estas formas de aprender pueden ser apropiadas en\por el campo de la Geografía en los procesos en la educación formal. Tiene como objetivos específicos: (a) analizar cómo funcionan algunas de las prácticas comunicacionales establecidas por los sujetos a partir y con los dispositivos móviles de la conexión continua; considerando sus características generales, funciones, formas de usos cotidianos; a partir de las experimentaciones de esas prácticas emprendidas en las redes comunicacionales de la autora en su proceso de construcción de investigación. (b) comprender las formas emergentes de aprender las prácticas comunicacionales en la cibercultura a partir y con los dispositivos móviles de la conexión continua, a través de la articulación de las herramientas teóricas de tres grandes campos del conocimiento: Geografía, Educación y Comunicación; (c) problematizar cómo as formas emergentes de aprender de las prácticas comunicacionales de la cibercultura pueden ser apropiadas por el campo de la Geografía, a partir del análisis de plataformas educativas, así como las prácticas públicas de los sujetos envueltos en la educación y comunicación. Para los caminos teórico-metodológicos fueron adoptados el Campo de los Estudios Culturales y de los Estudios Foucaultianos Los aprendizajes emergentes de ellas prácticas comunicacionales son personalizadas, automatizadas, adaptivas, colaborativas, interactivas, distraídas, en red, ubicuas, autónomas, qué redefinen la espacialidad del pensamiento, hibridando la miente y alterando tareas cognitivas. Las apropiaciones de esos aprendizajes se insertan en dos grupos principales: uno enque las tecnologías en sí son las salvadoras de los sistemas educacionales, el papel del profesor es relativizado y el foco del discurso de mejoría de la calidad de la educación recae sobre el desempeño del alumno y del propio profesor. Otro grupo entiende qué las tecnologías digitales son dispositivos qué presentan innumerables posibilidades de aprender, qué complican el espacio y por eso ensanchan el concepto de clase, demandando un profesor reflexivo para pensar en apropiaciones creativas, críticas y qué crea las posibilidades. Las problematizaciones y experiencias de escritura-lectura durante el transcurso del texto instigan otros modos de pensar las espacialidades del sujeto contemporáneo en la era de la (hiper)movilidad y sus aprendizajes, así que los análisis emprendidos presentan el potencial de ser pensados en la educación formal de Geografía (escolares y académicos) de forma menos binaria y fundamentalista.

Conectado e subjetivado pela Cibercultura, este estudo busca compreender que formas de aprender estão envolvidas nas práticas comunicacionais através dos dispositivos móveis da conexão contínua, e como estas formas de aprender podem ser apropriadas no/pelo campo da Geografia nos processos educacionais formais. Tem como objetivos específicos: (a) analisar como funcionam algumas das práticas comunicacionais estabelecidas pelos sujeitos a partir e com os dispositivos móveis da conexão contínua; considerando suas características gerais, funções, formas de usos cotidianos; a partir das experimentações de tais práticas empreendidas nas redes comunicacionais da autora em seu processo de construção de pesquisa. (b) compreender as formas de aprender emergentes das práticas comunicacionais na cibercultura a partir e com os dispositivos móveis da conexão contínua, através da articulação das ferramentas teóricas de três grandes campos do conhecimento: Geografia, Educação e Comunicação; (c) problematizar como as formas de aprender emergentes das práticas comunicacionais da cibercultura podem ser apropriadas pelo campo da Geografia, a partir da análise de plataformas educativas, bem como de práticas públicas dos sujeitos envolvidos em processos educativos e comunicacionais Para os caminhos teórico-metodológicos, foram adotados o Campo dos Estudos Culturais e dos Estudos Foucaultianos, no interior deles foram selecionadas a autoetnografia e a netnografia, utilizando o caderno de campo da pesquisa(dora) como ferramenta de coleta de dados, tais dados foram capturados nos fluxos comunicacionais vivenciados pela própria autora em diferentes espaços. Diante das diferentes metodologias imbricadas nos processos de construção da pesquisa(dora), a investigação direcionou-se para quatro modalidades de bricolagem (metodológica, teórica, interpretativa e política) que geraram instigantes possibilidades para uma pesquisa(dora) bricoleur, inserida em movimentos que implicaram em processos de coleta e análises de dados articulados, possibilitando a experiência de escrita-leitura hipertextual dessa tese. A própria construção da tese contribuiu para compreender que as práticas comunicacionais da cibercultura vêm ocorrendo em espaços intersticiais, em uma cultura de (hiper)mobilidade, possibilitada por dispositivos móveis, que operam em rede, demandam feedbacks constantes dos interagentes envolvidos, em ações pautadas pela colaboração, o engajamento, a confiança. Isso ocorre a partir de informação contextual, filtros e reusabilidade dos produtos comunicacionais gerados, fazendo uma intensa mixagem de conteúdos, linguagens e rompendo o sentir e os sentidos (corporificados) dos sujeitos. As aprendizagens emergentes das referidas práticas comunicacionais são personalizadas, automatizadas, adaptativas, colaborativas, interativas, distraídas, em rede, ubíquas, autônomas, redefinindo a espacialidade do pensamento, hibridizando a mente e alterando tarefas cognitivas As apropriações dessas aprendizagens se inserem em dois grupos principais: um em que as tecnologias em si são as salvadoras dos sistemas educacionais, o papel do professor é relativizado e o foco do discurso de melhoria da qualidade da educação recai sobre o desempenho do aluno e do próprio professor. O outro bloco entende que as tecnologias digitais são dispositivos que apresentam inúmeras possibilidades de aprender, que complexificam o espaço e, por isso, alargam o conceito de aula, demandando um professor reflexivo para pensar em apropriações criativas, críticas e criadoras de tais possibilidades. As problematizações e experiências de escritaleituras postas, no decorrer do texto, instigam outros modos de pensar as espacialidades do sujeito contemporâneo na era da (hiper)mobilidade e suas aprendizagens. Assim, as análises empreendidas apresentam o potencial de serem pensadas nos processos educativos formais da Geografia (escolares e acadêmicos) de forma menos binária e fundamentalista. / Connected to and subjectified by cyberculture, this work aims to understand what ways of learning are involved in communication practices with mobile devices for continuous connection, and how these ways of learning may be appropriated in/by the field of Geography in formal education processes. It aims to: (a) analyse how subjects conduct communication practices with mobile devices for continuous connection, considering their general features, functions, everyday forms of use; by trying these practices in the author’s communication networks in her process of constructing her research work. (b) understand the emerging communication practices ways of learning in cyberculture with mobile devices for continuous connection by articulating theoretical tools in three large fields of knowledge: Geography, Education and Communication; (c) think of how the emerging communication practices ways of learning in cyberculture may be appropriated in Geography, by analysing educative structures and public practices by subjects involved in education and communication processes. For the theoretical and methodological ways we took on Cultural Studies and Foucault studies. Within them we selected autoethnography and netnography by using the research(er) field notes as a tool to collect data and these data were captured in the communication flow the author had in different spaces Due to the different methodologies overlapping in processes of construction of the research(er), investigation was directed towards four types of bricolage (methodological, theoretical, interpretative and political ones) leading to compelling possibilities for the bricoleur work(er), in movements causing collecting processes and analyses of articulated data, allowing for hypertextual writing-reading for this thesis. The very device of construction helped us to understand that communication practices of cyberculture have become intersticial spaces in a (hyper)mobility culture, enabled by mobile devices operating in networks with interactants’ constant feedbacks, encouraging collaboration, in actions based on collaboration, compromise and confidence. This occurs with the aid of contextual information, filters and reusability of communication products, leading to mingling contents and languages breaking with subjects’ (embodied) feeling and senses. Learning emerging from these communication practices are customised, automated, adaptive, collaborative, interactive, absent-minded, online, ubiquitous, autonomous, redefining, spatiality of thought, hybridising the mind and changing cognitive tasks Appropriation of these types of learning belong to two major groups: one in which technologies alone save the education systems, the teacher role becomes relative and the discourse focus on education improvement falls on performance of student and teacher. Another group understands that digital technologies are devices providing umpteen possibilities for learning, which ramify the space and therefore widen the concept of class, demanding reflective teachers to think of creative and critical appropriation. Problematisations and experiences of reading-writing along the text encourage new ways of thinking about the contemporary subject’s modes of spatiality in the (hyper)mobility age and his/her learning. Thus the analyses conducted here provide the potential of being taken in formal education of Geography in a less binary and fundamentalist way. / Conectado y subjetivado por la Cibercultura, este estudio busca comprender qué formas de aprender están envueltas en las prácticas comunicacionales a través de los dispositivos móviles de la conexión continua, y cómo estas formas de aprender pueden ser apropiadas en\por el campo de la Geografía en los procesos en la educación formal. Tiene como objetivos específicos: (a) analizar cómo funcionan algunas de las prácticas comunicacionales establecidas por los sujetos a partir y con los dispositivos móviles de la conexión continua; considerando sus características generales, funciones, formas de usos cotidianos; a partir de las experimentaciones de esas prácticas emprendidas en las redes comunicacionales de la autora en su proceso de construcción de investigación. (b) comprender las formas emergentes de aprender las prácticas comunicacionales en la cibercultura a partir y con los dispositivos móviles de la conexión continua, a través de la articulación de las herramientas teóricas de tres grandes campos del conocimiento: Geografía, Educación y Comunicación; (c) problematizar cómo as formas emergentes de aprender de las prácticas comunicacionales de la cibercultura pueden ser apropiadas por el campo de la Geografía, a partir del análisis de plataformas educativas, así como las prácticas públicas de los sujetos envueltos en la educación y comunicación. Para los caminos teórico-metodológicos fueron adoptados el Campo de los Estudios Culturales y de los Estudios Foucaultianos Los aprendizajes emergentes de ellas prácticas comunicacionales son personalizadas, automatizadas, adaptivas, colaborativas, interactivas, distraídas, en red, ubicuas, autónomas, qué redefinen la espacialidad del pensamiento, hibridando la miente y alterando tareas cognitivas. Las apropiaciones de esos aprendizajes se insertan en dos grupos principales: uno enque las tecnologías en sí son las salvadoras de los sistemas educacionales, el papel del profesor es relativizado y el foco del discurso de mejoría de la calidad de la educación recae sobre el desempeño del alumno y del propio profesor. Otro grupo entiende qué las tecnologías digitales son dispositivos qué presentan innumerables posibilidades de aprender, qué complican el espacio y por eso ensanchan el concepto de clase, demandando un profesor reflexivo para pensar en apropiaciones creativas, críticas y qué crea las posibilidades. Las problematizaciones y experiencias de escritura-lectura durante el transcurso del texto instigan otros modos de pensar las espacialidades del sujeto contemporáneo en la era de la (hiper)movilidad y sus aprendizajes, así que los análisis emprendidos presentan el potencial de ser pensados en la educación formal de Geografía (escolares y académicos) de forma menos binaria y fundamentalista.

Conectado e subjetivado pela Cibercultura, este estudo busca compreender que formas de aprender estão envolvidas nas práticas comunicacionais através dos dispositivos móveis da conexão contínua, e como estas formas de aprender podem ser apropriadas no/pelo campo da Geografia nos processos educacionais formais. Tem como objetivos específicos: (a) analisar como funcionam algumas das práticas comunicacionais estabelecidas pelos sujeitos a partir e com os dispositivos móveis da conexão contínua; considerando suas características gerais, funções, formas de usos cotidianos; a partir das experimentações de tais práticas empreendidas nas redes comunicacionais da autora em seu processo de construção de pesquisa. (b) compreender as formas de aprender emergentes das práticas comunicacionais na cibercultura a partir e com os dispositivos móveis da conexão contínua, através da articulação das ferramentas teóricas de três grandes campos do conhecimento: Geografia, Educação e Comunicação; (c) problematizar como as formas de aprender emergentes das práticas comunicacionais da cibercultura podem ser apropriadas pelo campo da Geografia, a partir da análise de plataformas educativas, bem como de práticas públicas dos sujeitos envolvidos em processos educativos e comunicacionais Para os caminhos teórico-metodológicos, foram adotados o Campo dos Estudos Culturais e dos Estudos Foucaultianos, no interior deles foram selecionadas a autoetnografia e a netnografia, utilizando o caderno de campo da pesquisa(dora) como ferramenta de coleta de dados, tais dados foram capturados nos fluxos comunicacionais vivenciados pela própria autora em diferentes espaços. Diante das diferentes metodologias imbricadas nos processos de construção da pesquisa(dora), a investigação direcionou-se para quatro modalidades de bricolagem (metodológica, teórica, interpretativa e política) que geraram instigantes possibilidades para uma pesquisa(dora) bricoleur, inserida em movimentos que implicaram em processos de coleta e análises de dados articulados, possibilitando a experiência de escrita-leitura hipertextual dessa tese. A própria construção da tese contribuiu para compreender que as práticas comunicacionais da cibercultura vêm ocorrendo em espaços intersticiais, em uma cultura de (hiper)mobilidade, possibilitada por dispositivos móveis, que operam em rede, demandam feedbacks constantes dos interagentes envolvidos, em ações pautadas pela colaboração, o engajamento, a confiança. Isso ocorre a partir de informação contextual, filtros e reusabilidade dos produtos comunicacionais gerados, fazendo uma intensa mixagem de conteúdos, linguagens e rompendo o sentir e os sentidos (corporificados) dos sujeitos. As aprendizagens emergentes das referidas práticas comunicacionais são personalizadas, automatizadas, adaptativas, colaborativas, interativas, distraídas, em rede, ubíquas, autônomas, redefinindo a espacialidade do pensamento, hibridizando a mente e alterando tarefas cognitivas As apropriações dessas aprendizagens se inserem em dois grupos principais: um em que as tecnologias em si são as salvadoras dos sistemas educacionais, o papel do professor é relativizado e o foco do discurso de melhoria da qualidade da educação recai sobre o desempenho do aluno e do próprio professor. O outro bloco entende que as tecnologias digitais são dispositivos que apresentam inúmeras possibilidades de aprender, que complexificam o espaço e, por isso, alargam o conceito de aula, demandando um professor reflexivo para pensar em apropriações criativas, críticas e criadoras de tais possibilidades. As problematizações e experiências de escritaleituras postas, no decorrer do texto, instigam outros modos de pensar as espacialidades do sujeito contemporâneo na era da (hiper)mobilidade e suas aprendizagens. Assim, as análises empreendidas apresentam o potencial de serem pensadas nos processos educativos formais da Geografia (escolares e acadêmicos) de forma menos binária e fundamentalista. / Connected to and subjectified by cyberculture, this work aims to understand what ways of learning are involved in communication practices with mobile devices for continuous connection, and how these ways of learning may be appropriated in/by the field of Geography in formal education processes. It aims to: (a) analyse how subjects conduct communication practices with mobile devices for continuous connection, considering their general features, functions, everyday forms of use; by trying these practices in the author’s communication networks in her process of constructing her research work. (b) understand the emerging communication practices ways of learning in cyberculture with mobile devices for continuous connection by articulating theoretical tools in three large fields of knowledge: Geography, Education and Communication; (c) think of how the emerging communication practices ways of learning in cyberculture may be appropriated in Geography, by analysing educative structures and public practices by subjects involved in education and communication processes. For the theoretical and methodological ways we took on Cultural Studies and Foucault studies. Within them we selected autoethnography and netnography by using the research(er) field notes as a tool to collect data and these data were captured in the communication flow the author had in different spaces Due to the different methodologies overlapping in processes of construction of the research(er), investigation was directed towards four types of bricolage (methodological, theoretical, interpretative and political ones) leading to compelling possibilities for the bricoleur work(er), in movements causing collecting processes and analyses of articulated data, allowing for hypertextual writing-reading for this thesis. The very device of construction helped us to understand that communication practices of cyberculture have become intersticial spaces in a (hyper)mobility culture, enabled by mobile devices operating in networks with interactants’ constant feedbacks, encouraging collaboration, in actions based on collaboration, compromise and confidence. This occurs with the aid of contextual information, filters and reusability of communication products, leading to mingling contents and languages breaking with subjects’ (embodied) feeling and senses. Learning emerging from these communication practices are customised, automated, adaptive, collaborative, interactive, absent-minded, online, ubiquitous, autonomous, redefining, spatiality of thought, hybridising the mind and changing cognitive tasks Appropriation of these types of learning belong to two major groups: one in which technologies alone save the education systems, the teacher role becomes relative and the discourse focus on education improvement falls on performance of student and teacher. Another group understands that digital technologies are devices providing umpteen possibilities for learning, which ramify the space and therefore widen the concept of class, demanding reflective teachers to think of creative and critical appropriation. Problematisations and experiences of reading-writing along the text encourage new ways of thinking about the contemporary subject’s modes of spatiality in the (hyper)mobility age and his/her learning. Thus the analyses conducted here provide the potential of being taken in formal education of Geography in a less binary and fundamentalist way. / Conectado y subjetivado por la Cibercultura, este estudio busca comprender qué formas de aprender están envueltas en las prácticas comunicacionales a través de los dispositivos móviles de la conexión continua, y cómo estas formas de aprender pueden ser apropiadas en\por el campo de la Geografía en los procesos en la educación formal. Tiene como objetivos específicos: (a) analizar cómo funcionan algunas de las prácticas comunicacionales establecidas por los sujetos a partir y con los dispositivos móviles de la conexión continua; considerando sus características generales, funciones, formas de usos cotidianos; a partir de las experimentaciones de esas prácticas emprendidas en las redes comunicacionales de la autora en su proceso de construcción de investigación. (b) comprender las formas emergentes de aprender las prácticas comunicacionales en la cibercultura a partir y con los dispositivos móviles de la conexión continua, a través de la articulación de las herramientas teóricas de tres grandes campos del conocimiento: Geografía, Educación y Comunicación; (c) problematizar cómo as formas emergentes de aprender de las prácticas comunicacionales de la cibercultura pueden ser apropiadas por el campo de la Geografía, a partir del análisis de plataformas educativas, así como las prácticas públicas de los sujetos envueltos en la educación y comunicación. Para los caminos teórico-metodológicos fueron adoptados el Campo de los Estudios Culturales y de los Estudios Foucaultianos Los aprendizajes emergentes de ellas prácticas comunicacionales son personalizadas, automatizadas, adaptivas, colaborativas, interactivas, distraídas, en red, ubicuas, autónomas, qué redefinen la espacialidad del pensamiento, hibridando la miente y alterando tareas cognitivas. Las apropiaciones de esos aprendizajes se insertan en dos grupos principales: uno enque las tecnologías en sí son las salvadoras de los sistemas educacionales, el papel del profesor es relativizado y el foco del discurso de mejoría de la calidad de la educación recae sobre el desempeño del alumno y del propio profesor. Otro grupo entiende qué las tecnologías digitales son dispositivos qué presentan innumerables posibilidades de aprender, qué complican el espacio y por eso ensanchan el concepto de clase, demandando un profesor reflexivo para pensar en apropiaciones creativas, críticas y qué crea las posibilidades. Las problematizaciones y experiencias de escritura-lectura durante el transcurso del texto instigan otros modos de pensar las espacialidades del sujeto contemporáneo en la era de la (hiper)movilidad y sus aprendizajes, así que los análisis emprendidos presentan el potencial de ser pensados en la educación formal de Geografía (escolares y académicos) de forma menos binaria y fundamentalista.

Background: The persistent Covid-19 pandemic tremendously challenged existing work teams as it drove spatial dispersion among colleagues and greater dependence on virtual communication tools. Consequently, teams were required to adapt proven communication practices that mediate the exchange of social information and the perception of proximity to teammates. Aim: We aim to broaden team studies’ theoretical understanding of communication behavior and proximity in the light of contextual changes by developing an empathic understanding of the contemporary phenomena. This entails identifying arisen communication behavior patterns and assessing the impact of behavioral changes on team members’ perception of proximity. Methodology: By conducting a qualitative case study, we investigated three teams of a medium-sized German fashion corporation. The iterative data collection entailed six semi-structured interviews with individuals and focus groups and complementary quantitative surveys. Findings: We posit that sudden spatial dispersion of familiar teams does not inevitable lead to greater perceived distance, but that a team’s ability to appropriate technology, so social needs are met, is decisive. Further, the new communication practices of all teams were found to maintain high levels of synchronicity and social informational value. Yet, communication quality and social exchange was partially hampered by reduced spontaneity, greater passiveness, and a loss of humor. This was found to be strongly influenced by team members’ attitudes towards used technology.

La forte croissance des Technologies d'Information et de Communication (TIC) constitue un défi, tant pour les études qui portent sur la sociabilité que pour celles qui traitent des usages de ces technologies. Elle oblige en fait à réinterroger des méthodologies et des analyses sociologiques qui se sont jusqu'alors principalement fondées autour de la sociabilité en face-àface. Le travail présenté retrace l'historique des recherches conduites par l'auteur depuis dix ans sur les pratiques de communication outillées par les TIC. Il pose les hypothèses développées autour des liens entre la sociabilité et le téléphone fixe, puis il examine les effets de la popularisation des moyens de contact mobiles et individualisés tels que le téléphone cellulaire sur les pratiques de communication interpersonnelle. Il s'achève avec des questions méthodologiques et un regard sur des recherches plus récentes qui s'efforcent de saisir la sociabilité à travers l'ensemble des contextes et des moyens technologiques de communication largement diffusés ces dernières années. L'articulation entre médias de communication et sociabilités est modifiée par la transformation du paysage technologique actuel. Même s'ils ne les conditionnent ni ne les déterminent, les outils de communication posent les cadres d'interaction dans lesquels sont entretenus les liens sociaux. Les manières de construire, d'administrer et d'alimenter ces liens sont étroitement entrelacées avec l'outillage qui médiatise les contacts. Au même moment, une forte corrélation entre rencontres en face-à-face et appels échangés avec les proches est observée. Ce constat reste d'ailleurs valable pour l'ensemble des nouveaux outils de communication. Les recherches montrent que chaque nouveau service de communication adopté s'inscrit dans l'économie relationnelle globale, en augmentant le nombre des possibilités de tisser le lien. Il n'y a donc pas de substitution entre les différents outils de contact, mais des agencements continuels au fur et à mesure que les nouveaux instruments de communication apparaissent et sont insérés dans la partition qui fait vivre les liens interpersonnels. L'inscription des TIC dans les pratiques sociales est aujourd'hui si forte qu'il devient difficile de pouvoir analyser des interactions, des liens ou des réseaux sociaux, sans prendre en compte les outils techniques qui les épaulent, les orientent et les cadencent. En particulier, le passage vers les outils de communication mobiles et délocalisés, par rapport aux lieux habituels de présence outillée (maison, bureau.), transforme en partie notre accessibilité aux autres. Les nouveaux usages relationnels, lourdement instrumentés en outils de communication, favorisés par le recours aux dispositifs de communication portables, particulièrement adaptés à des enjeux de coordination, s'appuient sur le développement et le recours croissant aux messageries (email, SMS, IM). Même si ces technologies allègent les contraintes de disponibilité que les TIC font peser sur les acteurs en permettant une réponse différée aux sollicitations, la multiplication des échanges médiatisés fait croître la pression d'une nouvelle cadence relationnelle. Cette imbrication du « réel » et du « virtuel » dans la sociabilité de tous les jours risque de produire des formes de contrôle et des manières de gérer sa propre joignabilité inédites et à terme reconstruire les rythmes et les normes relationnels / The impressive growth of Information and Communication Technologies (ICT) in the last decade constitutes a challenge both for social studies on sociability and on ICT usage. It demands to put methodologies and sociological analysis that have mainly been developed for the study of face-to-face interactions into question. The work presented here traces the history of research on communication practices undertaken by the author for more than a decade. The text presents the hypotheses developed about the links between social contacts and telephone usage and then examines the effects of the popularisation of mobile and individual devices such as cell phones on the practices of interpersonal communications. It concludes with a discussion of methodological issues and looks at more recent research that tries to study sociability across all the various contexts and communication technologies that became widely disseminated in recent years. The relationship between communication technologies and sociability has been changed by the current transformation of the technological landscape. Even if the technologies mentioned neither determine nor totally control social action the new communication technologies lay the framework wherein social bonds are created and maintained. Ways to build, manage and nurture those relationships are closely intertwined with the technologies that mediate contacts. At the same time face-to-face contacts and phone calls are often highly correlated. This is also true for the new communication tools. Research undertaken by the author shows that each new communication service has been adopted in a more global relational economy thus increasing the number of opportunities to forge social links. Hence the new communication technologies are not substituting the older ones but a continuous, mutual and stepwise re-adaptation can be observed as new communication technologies arrive and get integrated into the social partition that guides the music of link. Today’s integration of ICTs into social practices seems to be particularly intense so that it becomes doubtful to analyse social interactions, links or networks without taking into account the technologies that provide support, guide and give them their rhythm. In particular, the transition towards mobile and ubiquitous communication technologies can transform our accessibility if we compare with their use at the usual places of technology-supported presence, like the home or the office. The new technology-heavy relational practices are based on the increasing use of text messaging (email, SMS, IM). Even though these technologies reduce the availability constraints inherent to ICTs by allowing a asynchronous response to contact solicitations the proliferation of mediated contacts increases the pressure exercised by a new relational pace. This interweaving of the “real” and the “virtual” in everyday sociability may bring about new forms of individual control and ways to manage individual reachability. In the long run it might reconfigure the relational rhythms and social norms