Teaching in digital culture: a reflection from the biology of cognition

Abstract

The contemporary scenario, characterized by digital culture, requires redimensioning educational practices. To do so, it is necessary to think about the pedagogical praxis, which requires interlocution, making it possible for the teachers to explicit and become aware of their doing and get to know theories that can support changes both in methodology and teaching conduct. We start from the assumption that the Biology of Knowledge and Genetic Epistemology offer conceptual bases for the process of redimensioning these practices, considering this process as a reflexive process whose changes take place in action and therefore require rethinking assumptions related to this action. This paper proposes to start reflecting about giving a new significance to concepts of pedagogical processes, having technologies as the disturbing element and experiencing together and technological coupling as the support for structural transformations that might result into changes in teaching conduct. With that in mind, we present some theoretical considerations and guidelines that arise from these considerations, and which can be the basis for planning domains for teachers’ education or qualification programs in the context of digital technologies. Some of these guidelines indicate that the configuration of these spaces demands characteristics that may lead teachers to experience together in a history of recurring interactions that activate mechanisms to understand their being and doing. In that sense, experiencing together in the conversation network that emerges from the digital context in our society may operate transformations in the teachers’ way of being and acting.