TEACHERS' WRITINGS IN THE CONVERGENCE OF MEDIAS

Abstract

Teachers' writings in the convergence of medias - In the present study we have tried to analyze in which way a group of teachers with different perceptive conditions - hearing or visual - make a written production in the convergence of medias. Our hypothesis is that the practices of written composition in the internet make possible new and unusual actions coordinations, new ways of writing. The constituent recursivity between writing and technology is described by several authors, demonstrating that the technologies become tools that form manners of thinking and knowing. The writing appears as a process in which the teachers organize themselves (self organization) in the meeting with co-workers with whom they share the perspectives for the education. We have observed the movements of writing in two different circumstances. The first one refers to the writings from which a hyperdocument emerges. The second one refers to the "written conversations" which are the exchanges among the teachers registered at the forums and chat rooms in a virtual environment. The teachers, engaged in the writing practices in which they show the work that they accomplish, face with the writing from a blind co-worker and from a deaf mate and with specific technological aids for writing. A writing that is done in the joining with digital technologies produces an interactive convergence in which exists great dialogue possibilities among people with different perceptive conditions, because it is changed the sensorial-motor manners of joining with the writing and the actions coordinations in the net of written conversations kept by the teachers. A hypertextual production can make the convergence of technologies and teachers who start to recognize as legitimate the written forms, the systems and languages used to live and to know. Collective writing, self-organization, technologies, differences.