ABSTRACT
Innovations resulting from digital culture have required educators to be open and flexible to live with information flows, the most diversified, new literacies, multiple languages, cultural diversity, and the uncertainty of knowledge, which expands in the overlapping of everyday knowledge with scientific knowledge. In this scenario, what education do we want to build? How can we form actors and authors in cyberculture, aiming at an emancipatory human education/formation? How can the learning process contribute as a response to contemporary challenges? In this essay, the authors seek to reflect on the use of active methodologies in higher education. By bringing to the debate the current way of living the curriculum and the educational practice, they (re) think and propose pedagogical actions, in the perspective of an implicit, intercommunicating, and multidimensional didactic, which emphasizes shared mediation and takes into account the dimensions integrative, formative and technological aspects of the learning process. In this perspective, they conclude that new didactic choreographies and contemporary pedagogical innovations can enrich processes of “teaching- learning”2 2 These various terms and many others that will still appear in this text are thus spelled because, for a long time, we realized that the dichotomies necessary for the creation of sciences in Modernity have meant limits to what we need to create in the current of research to which we belong. With this, we started to spell the terms of inherited dichotomies in this way: together, in italics and in quotation marks. The latter were added in order to make it clear to text reviewers that this is how these terms need to appear (ANDRADE; CALDAS; ALVES, 2019). , with a view to the formation of the author and autonomous citizens, subjects of the construction of a less dogmatic and more solidary world.
Keywords:
Cyberculture; Didactic choreography; Pedagogical innovations; Active methodologies; Emancipatory education