Nelson D L Pretto
Professor at the School of Education (www.faced.ufba.br) at the Federal University of Bahia (UFBA)/Brazil. PhD in Communication from the University of Sao Paolo/School of Communication and Arts (1994), BSc in Physics (1977) and Master's in Education (1985), both from UFBA.
Member of the Bahia Academy of Science. The Bahia Regional Secretary of “Sociedade Brasileira para o Progresso da Ciência” (Brazilian Association for the Advancement of Science- SBPC, 2011/2015).
Visiting Scholar at the “Theory, Culture & Society Centre” (at the School of Arts and Humanities (Nottingham Trent University, UK - 2008-2009 - http://www.ntu.ac.uk/hum); and at the “Centre for Cultural Studies” at Goldsmiths College (London, UK – 1998/1999).
In 1993 was at the Television Centre of Milan University (CTU) in Milan, Italy, for one year during PhD.
Published, several books including “Reflexões: ativismos, redes sociais e educação” (Refletions: activism, social networks and education, EDUFBA, 2013), “Escritos sobre Educação, Comunicação e Cultura” (Writing on Education, Communication and Cultures – 2008) and “Uma escola sem/com Futuro: educação e multimídia” (School with/without future: education and multimedia - 1996), both published by Papirus. Published “SMOG: crônicas de viagens” (SMOG: travel chronical, 2004), published by Arcádia, “A Ciência no Livros Didáticos” (Science in school books, 1985) published by EDUFBA and UNICAMP University Press and organised, among others, “Inclusão Digital: polêmica contemporânea” (Digital inclusion: contemporary polemic, 2011, with Maria Helena Silveira Bonilla), “Além das Redes de Colaboração: internet, diversidade cultural e tecnologias do poder” (Beyond collaboration networks: Internet, cultural diversity and the technology of power, with Sergio Amadeu da Silveira, 2008), “Tecnologia e Novas Educações” (Technology and new educations, with Maria Helena Silveira Bonilla, 2005) and “Expressões de Sabedoria” (Pices of wisdom, with Felippe Serpa, 2002), all published by EDUFBA University Press.
He has written some chapters in more than 10 books and published papers in academic journals and in the general media.
Member of the Bahia State Council of Culture (2007/2010), the coordinator of Studies and Analyses of the National Institute of Research in Education (INEP) (1986/1987), of the Brazilian Ministry of Education, Superintendent of Special Projects at the National Network of Education Television (FUNTEVÊ) in 1987/1989. Special adviser to the Rector of UFBA (1994/1996). Coordinator of the setting up of internet in Bahia State.
Visiting Lecturer at the School of Education at the Federal University of Goias (1996/1997), and responsible for the “Conferences about school books” (1983/1985).
Member of the Bahia Academy of Science. The Bahia Regional Secretary of “Sociedade Brasileira para o Progresso da Ciência” (Brazilian Association for the Advancement of Science- SBPC, 2011/2015).
Visiting Scholar at the “Theory, Culture & Society Centre” (at the School of Arts and Humanities (Nottingham Trent University, UK - 2008-2009 - http://www.ntu.ac.uk/hum); and at the “Centre for Cultural Studies” at Goldsmiths College (London, UK – 1998/1999).
In 1993 was at the Television Centre of Milan University (CTU) in Milan, Italy, for one year during PhD.
Published, several books including “Reflexões: ativismos, redes sociais e educação” (Refletions: activism, social networks and education, EDUFBA, 2013), “Escritos sobre Educação, Comunicação e Cultura” (Writing on Education, Communication and Cultures – 2008) and “Uma escola sem/com Futuro: educação e multimídia” (School with/without future: education and multimedia - 1996), both published by Papirus. Published “SMOG: crônicas de viagens” (SMOG: travel chronical, 2004), published by Arcádia, “A Ciência no Livros Didáticos” (Science in school books, 1985) published by EDUFBA and UNICAMP University Press and organised, among others, “Inclusão Digital: polêmica contemporânea” (Digital inclusion: contemporary polemic, 2011, with Maria Helena Silveira Bonilla), “Além das Redes de Colaboração: internet, diversidade cultural e tecnologias do poder” (Beyond collaboration networks: Internet, cultural diversity and the technology of power, with Sergio Amadeu da Silveira, 2008), “Tecnologia e Novas Educações” (Technology and new educations, with Maria Helena Silveira Bonilla, 2005) and “Expressões de Sabedoria” (Pices of wisdom, with Felippe Serpa, 2002), all published by EDUFBA University Press.
He has written some chapters in more than 10 books and published papers in academic journals and in the general media.
Member of the Bahia State Council of Culture (2007/2010), the coordinator of Studies and Analyses of the National Institute of Research in Education (INEP) (1986/1987), of the Brazilian Ministry of Education, Superintendent of Special Projects at the National Network of Education Television (FUNTEVÊ) in 1987/1989. Special adviser to the Rector of UFBA (1994/1996). Coordinator of the setting up of internet in Bahia State.
Visiting Lecturer at the School of Education at the Federal University of Goias (1996/1997), and responsible for the “Conferences about school books” (1983/1985).
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Abstract This article discuss the expansion of higher education in Brazil in the context of contemporary digital culture, focusing on the relationship between education and architecture. After analysis of this context and with an overview of recent public polices, whose goals have been the expansion of public university system in the country, we discuss the challenges that digital culture brings to contemporary education and its impact on the architecture of places for learning. We consider the architecture to be an element of the curriculum, which we call the (in)visible curriculum. We examine two higher education institutions in Bahia State, the Federal University of the West of Bahia (Ufob) and the Federal Institute of Education, Science and Technology – Bahia (Ifba), both in the town of Barreiras. We note that alternative/innovative architectures for university buildings are required in the contemporary context of which digital information and communication technologies are an integral part.
A partir de cenas distantes mais de um século, que descrevem aspectos educacionais e tecnológicos, o artigo analisa as políticas públicas brasileiras em educação relacionando-as com as políticas de cultura, telecomunicações e ciência e tecnologia. As profundas transformações trazidas pelas tecnologias da informação e comunicação trazem para a educação desafios muito grandes, especialmente com a internet, ao contribuírem com as profundas modificações na forma de ser e de pensar da humanidade. Destaca-se a implementação da política de adoção de software livre no Governo Federal, do incentivo da cultura digital e da discussão sobre o sistema brasileiro de TV Digital sendo que, no entanto, pouco se faz no campo da formação de professores. A lógica linear de currículo não dá conta desses desafios e propomos uma outra concepção de currículo inserido na lógica hipertextual.
Abstract
The paper begins describing educational and technological scenes apart centuries. Brazilian education policies are analyzed within the context of culture, telecommunications, science and technology policies. The great transformations that have taken place in the realms of information and communication technologies (ICT) – Internet in particular-bring great challenges to education, because these technologies contribute to the transformation of the way of we think and behave. The paper highlights the open source movement inside the Federal Government, promotion of a digital culture and discussion about a Brazilian Digital Television System, however little is being done at the level of teacher training and development. The linear rationale of curriculum is unable to deal with these challenges and we propose another curricular approach, based on hypertextual logic.
apontam uma curva ascendente para a presença e uso das tecnologias digitais nas escolas brasileiras, especialmente as urbanas.
Dentre as questões centrais indicadas em nossas pesquisas, está a concepção de educação presente nas políticas que visam introduzir as tecnologias na educação, concepção esta que não dá conta nem dos desafios tradicionais da escola, que é o de ensinar a ler, escrever e contar, e, muito menos, de compreender e tratar os desafios contemporâneos. Inseridos nesta questão mais ampla, a formação e as condições de trabalho dos professores são dois outros
importantes aspectos a serem considerados, que permanecem deficitários e desarticulados, mas que aqui não serão analisados. Destacamos, também, como gargalo nessas políticas, as deficiências de infraestrutura. Esse é um ponto crucial, até porque, com ele encaminhado, as demais questões poderiam ser enfrentadas já contando com o pleno uso da rede.
Neste texto centraremos a análise nesses quatro pontos citados, não os tratando de forma isolada.
Among the central issues identified in our research is the concept of education that underpins policies aimed at introducing technologies into education. Such concept has not been capable of handling the longstanding challenges of schools, namely, that of teaching students reading, writing and arithmetic, let alone understanding and addressing contemporary challenges. Within this broader issue, the training and working conditions of teachers are two other
important aspects to consider. These continue to be inadequate and disjointed, but they will not be examined here. Another bottleneck in these policies emphasized here is that caused by infrastructure deficiencies. This is a crucial point, because once this issue is solved, all the others can be tackled with the backing of full network use.
In this paper, we focus the analysis on these four points cited above, examining them as the interconnected issues that they are.
contemporâneo. Parte da compreensão das tecnologias digitais para discutir as novas linguagens e a sua apropriação pela juventude. Analisa a produção do conhecimento em
função do movimento global de produção colaborativa de conhecimento livre com base na denominada ética hacker para, pensar a educação numa perspectiva colaborativa. Destaca o papel da cultura digital enquanto espaço aberto no qual os novos modos de relacionamento e de intercâmbio de culturas promovem, potencialmente, novas possibilidades de produção de conhecimentos e culturas. Propõe ao final, considerar a educação com base na pluralidade construindo novas educações.
-----------------------------------------------------
The paper focuses on the transformations of the contemporary world with the intense presence of digital information and communication technologies. It analyses what we call space-time labyrinth which characterizes the contemporary hypertextuality of the world. Based on an understanding of digital technologies, we discuss the languages associated with it and its appropriation by the youth. We analyze the production
of knowledge considering the global movement of free and collaborative production of knowledge through digital technologies, based on the so-called hacker ethic. We also
think about education from a collaborative perspective, emphasizing the role of digital culture as an open place for new modes of relationships and exchange of cultures, promoting new possibilities for the production of knowledge and cultures. Finally, we propose to consider education from a plurality view for the construction of new forms of education.
produção de conhecimento e as políticas públicas brasileiras para o campo da cultura digital, destacando-se o uso das redes de compartilhamento, com ênfase no software livre e na produção coletiva. A partir desses pressupostos, discute-se a importância da relação da educação com a cultura. Desenvolve-
se a idéia de uso intenso das redes colaborativas nos processos
educacionais, com a montagem de comunidades horizontais de produção de culturas e conhecimentos. Ao final, reflete-se mais detalhadamente sobre a proposta de pensar a educação numa perspectiva plural, ou seja, em educações.
======================================
EDUCATION CHALLENGES IN THE DIGITAL ERA: EDUCATIONS
Abstract
The paper initially presents an overview of scientific and technological development, the global mainstream media system and the coexistence of some languages, which are intensively articulated from and by the great presence of digital technologies. An analysis is made of the set up process of
digital networks and collaborative processes and Brazilian public policies for the digital culture, in particular the use of collaborative networks emphasising open/free software and collective production. From this the paper discusses the importance of the relationship between education and culture. We develop the idea of the intense use of horizontal and collaborative networks in educational processes which empower teachers and students to produce culture and knowledge. Finally, we reflect more closely on thinking of
education from a plural perspective, i.e. educations.
Keywords
Education; Digital Culture; Digital communication; Networks
Mesa Redonda: Currículo e Mídia, ocorrida em 18 de agosto de 2004, com Nelson Pretto (UFBA) e Nilda Alves (UERJ)
Abstract This article discuss the expansion of higher education in Brazil in the context of contemporary digital culture, focusing on the relationship between education and architecture. After analysis of this context and with an overview of recent public polices, whose goals have been the expansion of public university system in the country, we discuss the challenges that digital culture brings to contemporary education and its impact on the architecture of places for learning. We consider the architecture to be an element of the curriculum, which we call the (in)visible curriculum. We examine two higher education institutions in Bahia State, the Federal University of the West of Bahia (Ufob) and the Federal Institute of Education, Science and Technology – Bahia (Ifba), both in the town of Barreiras. We note that alternative/innovative architectures for university buildings are required in the contemporary context of which digital information and communication technologies are an integral part.
A partir de cenas distantes mais de um século, que descrevem aspectos educacionais e tecnológicos, o artigo analisa as políticas públicas brasileiras em educação relacionando-as com as políticas de cultura, telecomunicações e ciência e tecnologia. As profundas transformações trazidas pelas tecnologias da informação e comunicação trazem para a educação desafios muito grandes, especialmente com a internet, ao contribuírem com as profundas modificações na forma de ser e de pensar da humanidade. Destaca-se a implementação da política de adoção de software livre no Governo Federal, do incentivo da cultura digital e da discussão sobre o sistema brasileiro de TV Digital sendo que, no entanto, pouco se faz no campo da formação de professores. A lógica linear de currículo não dá conta desses desafios e propomos uma outra concepção de currículo inserido na lógica hipertextual.
Abstract
The paper begins describing educational and technological scenes apart centuries. Brazilian education policies are analyzed within the context of culture, telecommunications, science and technology policies. The great transformations that have taken place in the realms of information and communication technologies (ICT) – Internet in particular-bring great challenges to education, because these technologies contribute to the transformation of the way of we think and behave. The paper highlights the open source movement inside the Federal Government, promotion of a digital culture and discussion about a Brazilian Digital Television System, however little is being done at the level of teacher training and development. The linear rationale of curriculum is unable to deal with these challenges and we propose another curricular approach, based on hypertextual logic.
apontam uma curva ascendente para a presença e uso das tecnologias digitais nas escolas brasileiras, especialmente as urbanas.
Dentre as questões centrais indicadas em nossas pesquisas, está a concepção de educação presente nas políticas que visam introduzir as tecnologias na educação, concepção esta que não dá conta nem dos desafios tradicionais da escola, que é o de ensinar a ler, escrever e contar, e, muito menos, de compreender e tratar os desafios contemporâneos. Inseridos nesta questão mais ampla, a formação e as condições de trabalho dos professores são dois outros
importantes aspectos a serem considerados, que permanecem deficitários e desarticulados, mas que aqui não serão analisados. Destacamos, também, como gargalo nessas políticas, as deficiências de infraestrutura. Esse é um ponto crucial, até porque, com ele encaminhado, as demais questões poderiam ser enfrentadas já contando com o pleno uso da rede.
Neste texto centraremos a análise nesses quatro pontos citados, não os tratando de forma isolada.
Among the central issues identified in our research is the concept of education that underpins policies aimed at introducing technologies into education. Such concept has not been capable of handling the longstanding challenges of schools, namely, that of teaching students reading, writing and arithmetic, let alone understanding and addressing contemporary challenges. Within this broader issue, the training and working conditions of teachers are two other
important aspects to consider. These continue to be inadequate and disjointed, but they will not be examined here. Another bottleneck in these policies emphasized here is that caused by infrastructure deficiencies. This is a crucial point, because once this issue is solved, all the others can be tackled with the backing of full network use.
In this paper, we focus the analysis on these four points cited above, examining them as the interconnected issues that they are.
contemporâneo. Parte da compreensão das tecnologias digitais para discutir as novas linguagens e a sua apropriação pela juventude. Analisa a produção do conhecimento em
função do movimento global de produção colaborativa de conhecimento livre com base na denominada ética hacker para, pensar a educação numa perspectiva colaborativa. Destaca o papel da cultura digital enquanto espaço aberto no qual os novos modos de relacionamento e de intercâmbio de culturas promovem, potencialmente, novas possibilidades de produção de conhecimentos e culturas. Propõe ao final, considerar a educação com base na pluralidade construindo novas educações.
-----------------------------------------------------
The paper focuses on the transformations of the contemporary world with the intense presence of digital information and communication technologies. It analyses what we call space-time labyrinth which characterizes the contemporary hypertextuality of the world. Based on an understanding of digital technologies, we discuss the languages associated with it and its appropriation by the youth. We analyze the production
of knowledge considering the global movement of free and collaborative production of knowledge through digital technologies, based on the so-called hacker ethic. We also
think about education from a collaborative perspective, emphasizing the role of digital culture as an open place for new modes of relationships and exchange of cultures, promoting new possibilities for the production of knowledge and cultures. Finally, we propose to consider education from a plurality view for the construction of new forms of education.
produção de conhecimento e as políticas públicas brasileiras para o campo da cultura digital, destacando-se o uso das redes de compartilhamento, com ênfase no software livre e na produção coletiva. A partir desses pressupostos, discute-se a importância da relação da educação com a cultura. Desenvolve-
se a idéia de uso intenso das redes colaborativas nos processos
educacionais, com a montagem de comunidades horizontais de produção de culturas e conhecimentos. Ao final, reflete-se mais detalhadamente sobre a proposta de pensar a educação numa perspectiva plural, ou seja, em educações.
======================================
EDUCATION CHALLENGES IN THE DIGITAL ERA: EDUCATIONS
Abstract
The paper initially presents an overview of scientific and technological development, the global mainstream media system and the coexistence of some languages, which are intensively articulated from and by the great presence of digital technologies. An analysis is made of the set up process of
digital networks and collaborative processes and Brazilian public policies for the digital culture, in particular the use of collaborative networks emphasising open/free software and collective production. From this the paper discusses the importance of the relationship between education and culture. We develop the idea of the intense use of horizontal and collaborative networks in educational processes which empower teachers and students to produce culture and knowledge. Finally, we reflect more closely on thinking of
education from a plural perspective, i.e. educations.
Keywords
Education; Digital Culture; Digital communication; Networks
Mesa Redonda: Currículo e Mídia, ocorrida em 18 de agosto de 2004, com Nelson Pretto (UFBA) e Nilda Alves (UERJ)
2012. O livro pode ser baixado em http://www.livrorea.net.br
246 p.
Disponível em www.upf.br/seer/index.php/rep