EDUCAÇÃO E TECNOLOGIA: DESTERRITORIALIZAÇÃO DO CONHECIMENTO E DESCENTRALIZAÇÃO DO SABER NA OBRA DE PIERRE LÉVY

• Ano de defesa: 2010
• Autor(a) principal: Bretherick, Giselda Geronymo Sanches
• Orientador(a): Almeida, Danilo Di Manno de
• Banca de defesa: Costa, José Manuel Moran , Bahia, Norines Panicacci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação; Tecnologia; Pierre Lévy; Conhecimento
• Palavras-chave em Inglês: Education; Technology; Pierre Lévy; Knowledge
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1150

This study presents a research on the relationship between education and technology in the works of Pierre Lévy. The research focuses on the concepts of decentralization and deterritorialization of knowledge. The theme that the author develops about cognitive ecology, intelligence technology and collective intelligence, as well as the knowledge that permeate the education of the future, is the goal of this work. The object of research is the very production of the author. These concepts are problematized considering two cases: on the one hand, the institutionalized academic knowledge, and on the other hand, the proposal for a collective intelligence, which gives way to a broader dimension of human knowledge. Levy recognizes that every human being knows something, and that, because of this, understands that knowledge, rather than being restricted to specific areas, is present in humanity as a collective intelligence. He believes that widespread access to cyberspace through the use of intelligence and cyberculture result in an "anthropological space" where collective intelligence produces a "democratic space of knowledge" possible to all humans and, finally, a "production area of production of different kinds of knowledge. This research also considers the opposition to Lévy‟s proposal, and taking into account possible objections, wishes to critically investigate to a deeper point the idea of an education of the future.(AU)