“School of the Future” Research
Laboratory/USP: action research and emerging literacies studies in WEB 2.0
environments





“School of the Future” Research
Laboratory/USP: action research and emerging literacies studies in WEB 2.0
environments


 


 


 


Brasilina Passarelli


University of Sao Paulo. School of Communication and Arts. Information Science Department. School of the Future Research
Laboratory. 


    


 


ABSTRACT: This research report introduces School of the Future Research
Laboratory at University of Sao Paulo - Brazil main projects and programs
developed since 2007. Therefore abstracts of action research projects and
programs are presented, as well as a general overview on theoretical studies
approaches to study emerging literacies on WEB 2.0 contexts through virtual
ethnography. Regarding in-progress projects information presented cover issues
as: main objectives, chronology, structure, target audience and funding
sources. In order to introduce the sinergy among action research projects and
theoretical studies on social networks and their impacts on the areas of
communication, education and information, research studies conducted by Digital
Culture Observatory at School of the Future Research Laboratory are listed as
books, technical reports (PONLINE) as well as masters and doctoral
dissertations. 


KEYWORDS: School of the Future Research Laboratory/USP; Digital Inclusion;
Virtual Ethnography; Emerging Literacies on WEB 2.0 studies; Information
Literacy Studies; Digital Collectives Knowledge Production.






 


1- SCHOOL OF THE
FUTURE RESEARCH LABORATORY [NAP EF/USP]: ORIGINS AND MISSION


 





Figure 1 – NAP Escola do Futuro/USP Web Portal (http://www.futuro.usp.br)


The Research Center for New
Communications Technologies Applied to Education - Escola do Futuro/USP (NAP
EF/USP) began activities in 1989[1]. In January
1993 it was instituted as a Research Center, an entity under the control of the
Dean’s Office for University Research Studies. Since its inauguration its
mission has been to improve education in Brazil through the introduction of
ICT´s (Information and Communications Technology) and WEB networking into
formal and informal learning and teaching environments. In order to do so NAP
EF/USP developed a partnership model involving university, society and
different research funding agencies and government spheres to fund action
research projects. Initially, it was funded by seventy research scholarships
provided by CNPq (Brazilian National Research Agency) and, over the past twenty
years, it has gained additional financing from other official research agencies
as FAPESP and CAPES, as well as through agreements and contracts with both
private and state-run institutions.


With its projects and research
activities, the objective of NAP EF/USP is to implement innovative proposals
that contribute to the reconfiguration of learning and teaching processes, through
the use of the Internet and other multimedia resources. Accordingly, its
operational activities are guided by core principles such as a commitment to
research and the evaluation of different educational strategies and the
application of academic research to classroom practice. Besides promoting the
exchange of practices and knowledge among educators of national and
international academic institutions, NAP EF/USP also contributes for the
development of a new generation of educators, who consider the interface among
education, communication and information to be a fertile ground for collective
knowledge construction.


In September 2006 the scientific
coordination of NAP EF/USP gained new management directives, shifting the focus
to projects and programs that incorporate digital technology into formal and
informal education and citizenship initiatives, as well as the development of
theoretical research projects on social networks and their impacts on the areas
of communication, education and information. Projects implemented by NAP EF/USP
are based on the action research model, which brings together the subject and
the object of research. The researcher is inserted into the population group
involved in the research and all involved participants take part on the process
of knowledge creation (THIOLLENT, 1986: p.14). 


Understanding media universe and new
ways of learning, teaching and producing knowledge in this context requires
qualitative and quantitative studies regarding the impacts of ICT on
contemporary life. In an attempt to illuminate new aspects of the “network
society”NAP EF/USP instituted  in 2007 the Digital Culture Observatory devoted to
theoretical research whose purposes are to investigate emerging literacies on
WEB 2.0 environments focusing on the concept of literacy as a set of social
practices as proposed by different researchers as Warschauer[2]; the individual and collective production of knowledge in network 
environments and, therefore,  new forms of authorship inspired on digital
collectives and “other network players” at the intersection of hybrid frontiers
that make up the so-called “skin of culture”, concepts raised by authors like
De Kerckhove, Castells and Latour, among others [3]. A usual research methodology used by NAP EF/USP is virtual ethnographic
perspective to investigate new behaviors of players immersed in cyberculture. 


The development of a perspective that
links intervention projects on digital inclusion and emerging literacies to
theoretical research enables NAP
EF/USP both to act on and to evaluate the historical,
social and economic context in which they occur. This double articulation
favors feedback among projects and research activities, and helps to shed some
light on the new format of contemporary life. By articulating this duality
among projects and research activities, this research report details the
entity’s activities at the forefront of digital culture, with regards to the
execution of pioneering projects involving the introduction of computers into
teaching/learning environments, such as in the case of Bibvirt – The Virtual
Library for Portuguese-Speaking Students, one of the first Brazilian virtual
libraries, launched in 1996 and deactivated in 2008. This virtual library had
around five thousand users per day and received nine iBest[4] awards in the
Digital Inclusion category. 


Other pioneering projects involving
digital inclusion in both public and private schools also deserve to be
highlighted, such as the Mutirão Digital (“NET DAY”) project
(1998-2000), in conjunction with the São Paulo State Rotary Foundation, whose
purpose was to promote the digital inclusion of students and teachers in both
public and private school systems in Brazil. Two seminal projects were born in
the wake of NET DAY project, with efforts focused on the digital inclusion of
students and teachers. In São Paulo state public school sphere, the project TôLigado
– O JornalInterativo da SuaEscola [“Your School’s Interactive Newspaper”]
was implemented in the 2002-06 period, in conjunction with the São Paulo State
Education Department. This project was a pioneer in promoting the collective
production of knowledge among students in the internet environment. Around 2000
schools from the public school network took part and, all in all, about
5,000,000 students were responsible for the publication of around 8000 papers.
On the national front, we developed the project Tônomundo, from 2000 to 2009, in conjunction with OiFuturo (ex-Telemar), which focused on digital inclusion in
public schools situated in counties of up to 10,000 residents with low HDI
rates, with special emphasis on public schools in the north and north-eastern
regions in Brazil. It is also worth highlighting our teacher training
initiative for ICT adoption, which was of fundamental importance to the success
of the program itself, due to the precarious conditions experienced by the
communities where it was implemented. 


This research report presents a summary of main projects and research
activities currently underway. In Chapter 1- NAP EF/USP: origins and mission
a brief history and a small summary of the first vanguard projects of ICT in
education are presented. Chapter 2 - Main Projects: The Context of Action
Research describes the main action research projects (intervention),
detailing their mission, chronology, structure, target audience, objectives and
means of financing. Chapter 3 - Main Research Activities: the Digital
Culture Observatory introduces a scenario focusing our scientific
production published as books, technical reports and masters and doctoral
thesis. Chapter 4 – Building Futures presents a discussion on emerging
literacies on Web 2.0, as well as virtual ethnography as a method for field
research in virtual worlds. Chapter 5 – References ends this report with
a list of referenced works and webgraphy.


2 – MAIN PROJECTS: THE CONTEXT OF ACTION
RESEARCH


The action research projects developed
by NAP EF/USP over the last twenty years are characterized by their
incorporation into both formal and informal educational contexts, as well as into
contexts that promote digital protagonism and citizenship. Accordingly, they
will be categorized here into Social Networks for Citizenship and Social
Networks for Formal Education.


2.1 – SOCIAL NETWORKS FOR CITIZENSHIP (Under
execution)


2.1.1 AcessaSP (Network São Paulo)


Period: 2000 - 2010


Financing Institution: Public Management
Department of São Paulo State Government





Figure 2 –
AcessaSP Website (http://www.acessasp.sp.gov.br/)  


 


In conjunction with the São Paulo State
Government, managed by PRODESP (São Paulo State Data Processing Company) under
the coordination of the Public Management Department, this program for digital
inclusion and social protagonism has become the most distinguished digital inclusion
program in the state of São Paulo and it has become a reference nationwide. The
indicators below attest to the significance of the AcessaSP Program:


• 10 years of operational history

• 50,829,596 people impacted

• 2,068,282 registered users 

• 602 AcessaSP kiosks currently operating

• 42 kiosks being implemented

• 543
counties served

• 1,172 monitors trained


Instituted in July 2000, the AcessaSP
program creates and maintains public spaces called service kiosks or
infocenters and/or telecenters, staffed by trained monitors who mediate
unrestricted and free access to the internet, thus contributing to the social,
cultural, intellectual and economic development of citizens in the lower income
bracket residing in the state of São Paulo. The AcessaSP program has two
different types of infocenters. The project is implemented in counties in
conjunction with local governments, and it is generally accommodated in county
libraries. Public Internet Access Kiosks (PoPAI’s)have been implemented in
conjunction with São Paulo State Government departments and entities, such as
the Poupatempo public services center, the Bom Prato community restaurants, bus
terminals, train and subway stations and State Government offices. 


Besides the creation and maintenance of
public internet access centers, AcessaSP also produces digital and non-digital
content for training and informing users. It also carried out on-site and
virtual actions that contribute to the conscious use of the internet and other
new technologies, as well as other community projects that use information
technology. The AcessaSP Digital Inclusion Program was awarded the “MárioCovas
Prize “ for Innovation in Public management in the State of São Paulo” in 2006,
2007 and 2009, as well as the ARede [The Network] Award in 2009 and
2010.


The impact of Brazilian public policy
pertaining to digital inclusion is evidenced by the Brazilian dominance of
on-line social networks. A recent report in the O Estado de São Paulo newspaper
stated that 86% of Brazilians that use the internet also participate in on-line
social networks, the highest rate of penetration in the world; Italians appear
in second place, with 77% of penetration rate.[5]


2.1.2 Portal da Juventude [Youth Web Portal] Project 


Period: 2009 - 2010


Financing Institution: São Paulo City
Government Department of International Relations





Figure 3 – Youth
Website (www.juventude.sp.gov.br/)


Developed by the Youth Programs Unit of
the State of São Paulo, the Portal da Juventude Project (Youth Website) is
aimed at the digital inclusion of youths in the state of São Paulo. The purpose
of this partnership is to promote content production and pedagogic support for
the website and to lay out state public policy positions pertaining to youth.
It was also conceived to expand and activate on-line youth networks in the
State of São Paulo. 


Instituted in 2009 (and consequently
without solid indicators to be presented), the aim of this project is to
provide the youth community of São Paulo state (mainly) with information on
their rights and all public policy matters pertaining to this segment, as well
as to establish a communications structure that motivates youth to participate
in the programs carried out by the State Government through participation in
the Youth Web Portal. By providing information and services to this segment of
the population, the project also publicizes state government actions, thus
making knowledge on them more available and accessible to youths.


In order to attain these objectives, NAP
EF/USP carries out various stages of conception, development, implementation
and evaluation of research, as well as pedagogic and technical support and the
inclusion and adaptation of social communications technologies. It also carries
out an ongoing evaluation of the content of the website, develops applications
that empower and articulate the young target public on the network, creates
usability diagnostics, as well as qualitative and quantitative research on
youth issues. Elements of cyberculture and web analytics, collaborative systems
and Web 2.0 go to make up the program’s actions aimed at youths and youth
protagonism on the internet, thus constructing an innovative project that
employs an architecture directed at the participation and exploitation of
collective intelligence potential. 


2.2 - SOCIAL NETWORKS IN EDUCATION (Under
Execution)


2.2.1 Investigações Ambientais na Escola [Environmental
Investigations in Schools]


Period: 2008 - 2010


Financing Institution: Petróleo Brasileiro SA. (PETROBRAS)


 


  


Figure 4 – Environmental
Investigations in Schools Web Portal (http://www.investigacoesambientais.futuro.usp.br/)


This project acts on transformations in
the learning-teaching process by implementing methodologies at a virtual
learning community directed at science teaching in schools. The activities
being developed are directly linked to education, through research into the
area of science teaching, the production and evaluation of didactic material
and the implementation of multi-disciplinary and investigative projects. A team
of biologists, chemists, physicists and pedagogues create different scientific
virtual investigative projects that address real issues in various contexts in
the areas of biology, physics and chemistry. 


The group has already involved more than
500 teachers, 100,000 students and 100 schools all over Brazil and other South American countries in its research. The target public consists of
students aged 7 to 17, in both public and private schools. Currently, research
is being carried out in county schools in the city of Cubatão (state of São Paulo), in conjunction with the Center for Environmental Training and Research
(CEPEMA), sponsored by PETROBRAS.


2.2.2 Clubinho Faber Castell [“Faber Castell
Kids’ Club”]


Period: 2008 - 2010


Financing Institution: Faber-Castell 





Figure 5 -Clubinho
Faber-Castell Web Portal 

(http://www.clubinhofaber.futuro.usp.br/ )


Developed in conjunction with the
Faber-Castell company since 2008, the Clubinho Faber-Castell is an
art-education project for pre-school students, consisting of a virtual
environment featuring playful visual language and multi-disciplinary activities
covering a range of subjects, such as ecology, sustainability, citizenship and
recycling. The project involves students, teachers, parents and the communities
in school neighborhoods. It has more than 2,000 registered users and 5,000
activities produced by the users. 


NAP EF/USP plays important role
mediating the virtual community to emphasize new ways of learning and practices
focusing visual arts. Users, whether students (primary or intermediate level),
their family members and teachers, can do the proposed activities, either in
the classroom, at home or in an on-line environment. The virtual environment
works as a go-between for the proposed on-line and off-line activities, whose
results may be published in specific sections. Activities posted in the
environment can be viewed by other students, parents, teachers and internet
users in general. Games, tips and multimedia material are also available. 


 


2.2.3 AcessaEscola [Networked School]


Period: 2009 - 2010


Financing Institution: Public Management
Department of São Paulo State Government





Figure 6– The Acessa Escola Web Portal (http://acessaescola.fde.sp.gov.br/
)


The Networked School program is being
developed in conjunction with the Public Management Department of São Paulo
State Government, under the coordination of the Foundation for Educational
Development (FDE). Its purpose is to promote digital inclusion among state
public school students and to provide access to digital culture to this segment
of the population in a collaborative manner. Through the internet, it enables
users to access information and communications technologies for the creation of
knowledge and the social empowerment of the school nucleus. It reaches almost
2,000 schools in 239 counties in the São Paulo Metropolitan Area and in the
state countryside, and it benefits around three million students, teachers and
community residents. It also promotes exchanges among users - members of the
school community, such as teachers, employees and professionals that
participate in the Escola da Família [School Family] Program, as well as
trainees working in the program. One of the program main points of interest is
its autonomy regarding the learning process, based on subjects of common
interest and issues of extreme relevance to the management of digital inclusion
programs.


 


2.2.4 EntreMeios (InterMedia Education
Project)


Period: 2010 - 2011


Financing institution: the São Bernardo
do Campo City Education Department


This project aims to promote the
integration of Information and Communication Technologies (ICT) in county
public schools in São Bernardo do Campo in an attempt to remodeling the school
environment within the context of modern technology, with schools adopting
characteristics of cyberculture and educators also acting as cognitive
architects, who view the learning process from the standpoint of digital
natives. The project also intends to provide each participant in the learning
process with means to reconfigure their roles, to integrate with ICT in schools,
to participate in a collaborative working community and to integrate technology
into their educational practices in a natural manner. The target public
consists of 600 teachers, 170 headmasters, 200 coordinators, 60 pedagogic
advisers and 60 laboratory monitors.





Figure 7 -
EntreMeios Website (page under construction)


 


3– MAIN RESEARCH PROJECTS: DIGITAL CULTURE
LABORATORY 


The purpose of NAP EF/USP Digital
Culture Laboratory is to investigate network players behaviors in different
contexts to develop research of both a purely theoretical nature, based
exclusively on literature review about authors and concepts in question, as
well as field research studies involving cyberspace populations using virtual
ethnography methodology.


This research regards internet both as
an environment where cyberculture is created and reconstructed, leading to a
study field in which the researcher must be immersed, and also as a product of
a culture in which technology is produced by individuals with contextually
situated objectives and priorities. It aims to understand attitudes and
behaviors of internet users and how they interact with different sources of
information; how they compare, analyze, select and transform data leading to
knowledge construction in Web 2.0 environment. 


 


3.1 Scientific
Production of the Digital Culture Observatory


The Digital Culture Observatory modus
operandi is based on researchers exchange among different units of the
University of São Paulo (such as Communication and Arts School; Engineering School;
Philosophy, Language, History, Geography and Human Sciences School ; School of
Economics, Administration and Accounting, among others), as well as on
agreements with other further educational institutions, both national and
international. These partnerships objectives are to supply institutional
support to students and teachers involved in scientific research in different
areas of knowledge focusing on the confluence among Communication, Education
and Information. The studies developed at Digital Cultural Observatory may
result in master’s dissertations, doctoral theses and post-doctoral projects,
to mention a few.  


Digital Cultural Observatory is
currently undergoing a process of internationalization and since 2008,
international agreements with the following entities have been signed: (I) University of Porto (Portugal) - CETAC.media Institute; (II) Carlos III University, Madrid (Spain) - AgustínMillares Institute; (III) University of London (England) - ICT4D Collective at Royal Holloway. These agreements cover academic cooperation
and exchange among the respective institutions for the development of research
projects, scientific publications and other academic activities.


Digital Culture Observatory also aims to
give visibility to academic scientific production (master’s dissertations,
doctoral theses, Ph.D theses, monographies, technical reports) through
the publication of printed books and e-books, reconfigured as popular language
for general consumption. Therefore we have established an agreement with SENAC
São Paulo publishing house. Original compilations on network society are also
covered by this agreement.


3.1.1 – Books and Compilations published by
SENAC SP Publishers


Published in 2007, the book Interfaces
digitaisnaeducação: @lucin[ações] consentidas[“Digital interfaces in
education: consented allucinations”]was based on the Ph.D. thesis by
Prof. Dr. BrasilinaPassarelli and presents the ethnographic method to study
four virtual communities for learning and practice projects, dedicated to different
target audiences, detailing different on-site and distance learning
possibilities.


In 2009, the compilation Inclusão
digital e empregabilidade [“Digital Inclusion and Employability”] was
published dealing with studies of digital inclusion and its impacts on those in
search of a position in a world that demands professional specialization.


In 2010, the following publications have
so far been produced: Educaçãosemdistância [“Non-Distance Education”] by
Romero Tori, which provides a basis for education supported by interactive
technologies, with digital media taking a prominent role and offering new forms
of work and learning opportunities; Linkania: uma teoria de redes
[“Linkania: a networks theory”] by HernaniDimantas, deals with the rise and
development of cyberculture in Brazil, as well as the inclusion of cyberculture
in different spheres of society, from the standpoint of experience and
analysis, participatory research and theory. Web e Participação: democracia
do século XXI [“The Internet and Participation: Democracy in the XXI
Century”], by DricaGuzzi, deals with the concept of public participation
in programs, projects and initiatives established by governments of democratic
states around the world. 


The latest anthology produced by Digital
Observatory researchers is AtoresemRede: Olhar(es) Luso-Brasileiros(s)
[“Network Actors: Portuguese-Brazilian Views”] fruit of the agreement with Porto University and to be launched in early 2011 by SENAC SP publishing house.


3.1.2  Ponline On-line Survey Report[6]


AcessaSP Program has published Ponline
on an annual basis since 2002. This is an On-line Survey of AcessaSP Program
Users - an extensive survey of internet users at the digital inclusion program
to investigate user profiles and their on-line habits. Its past editions gave
us an overall view of the Program development. Ponline data presents
performance indicators, which enable managers to identify priorities and
parameters in order to decide where and how to apply efforts to improve the
program. Ponline also enables the data obtained from important surveys carried
out in Brazil and abroad to be technically and methodologically adapted, thus
empowering retrospective analysis and may also lead to new studies on the
impact of public policies regarding digital inclusion in the state of São
Paulo. 


3.1.3 Theses and Dissertations on NAP EF/USP
Action Research Projects


Among theses and dissertations underway[7] in the Graduate
Program in Communication Sciences (PPGCOM) of the Communication and Arts School at the University of São Paulo, several have the purpose of studying action
research projects developed by NAP EF/USP. From 2007 to 2010 the following
dissertations were presented in a jury: 


CAPOBIANCO, Ligia. Communication and
digital literacy on the internet: an ethnographical study and exploratory
analysis of data from the AcessaSP Digital Inclusion Program and PONLINE. São Paulo: ECA/USP, 2010. (Master’s Dissertation).


CHICA, Cristiane. Further education of
mediators of the AcessaSP Digital Inclusion Program. São Paulo: ECA/USP, 2010.
(Master’s Dissertation).


FREIRE, C.P. Reputation Criteria in
Digital Communities: case study in the discipline of creating virtual
communities for learning and practice. São Paulo: ECA/USP, 2010. 2009.
(Master’s Dissertation).


BESKOW, C. A. Communication, education
and digital inclusion: who is “connected” in the São Paulo state school system?
An analysis of the interactivity of the “TôLigado” project: an interactive
newspaper of your school. São Paulo: ECA/USP, 2008. (Master’s Dissertation).


BLISKA, A.V. Social Capital in Virtual
Communities for Learning and Practice.  São Paulo: ECA/USP, 2007. (Master’s
Dissertation).


 


4. BUILDING FUTURES


NAP EF/USP trajectory and, consequently,
its current characteristics are mostly based on the articulation among digital
inclusion action research programs and ethnographical research with the purpose
of investigating and mapping emerging literacies on WEB 2.0 environments. These
two instances provide feedback on knowledge production within the network, both
for action research projects as well as for theoretical research. In the ebb
and flow of projects and research activities, NAP EF/USP has become an
important “player” at the forefront of Internet studies in Brazil. Whilst its first initiatives with regards to the Internet were primarily directed
at the digital divide - with the purpose of enabling broader access to the
network - the second, and current set of initiatives has resulted from social
networks phenomenon shifting the focus of research and projects on digital
inclusion to WEB 2.0 emerging literacies. 


The word literacy is controversial and
can have different meanings in Portuguese: in terms of reading and writing, it
is linked to the world of letters, education and learning, as a constructive
process. However, it can also mean competence or ability. In the network
society, the notion of literacy also refers to the capacity to interact and
communicate through ICTs. It reflects the development of human communication
formats and the means of knowledge production. While access is a pre-requisite
for broad participation in knowledge society, literacy is also a pre-requisite
for social protagonism and citizenship.


According to Gilster (1997) - researcher
who coined the term digital literacy - it is the “logical extension of literacy
itself, just as hypertext is an extension of the traditional reading
experience” (1997, p.230). The author defines digital literacy as “the ability
to understand and use information in multiple formats from a wide range of
sources when it is presented via computers” (1997, p.1), and he extends the
limits of the concept by stating that “digital literacy is equally about
context” (1997, p.35).


According to Warschauer (2003), the
notion of literacy can be divided into stages. In the 19th Century,
literary knowledge, rhetorical accuracy and the ability to write correctly were
considered part of a paradigm that corresponded to the demands of the
aristocratic social structure, where education involved tradition and power.
From the last decade of the 20th Century on, inside the knowledge
society, literacy is related to abilities as knowledge construction through
non-linear narratives, building new semantics and new logics, also considering
creativity and expression development.  


According to Jones-Kavalier and
Flanningan (2008, p.13-16), literacy is characterized by the ability to use
information effectively and creatively. In the transformation from a lettered
culture to a media and convergence culture, characterized by non-linearity and
interactivity, the concept of literacy expands, covering the capacities
demanded of users so they may explore this multi-media potential. The lettered
participants of the network society are those that can read, write, interact
and communicate through this multi-media language, which recognizes social
practices and textual genera that involves each element of this interface.


In cyberculture environments ethnography
has been used as a methodology to investigate virtual players and their
behaviors. Initially ethnographical proposals in cyberspace cover the
experimentation of identity and corporal freedom, as shown by Sherry Turkle
(1993) studies. It stands out as a research tendency in virtual environments,
at a moment when several methodological solutions are arising for the study of
cyberspace and its evolution. Christine Hine (2000, 2005) has laid out a long
discussion on the relationship among traditional ethnography and virtual
ethnography, focusing on the possibilities as well as the practices of researchers
in several countries, including Brazil, with regards to this issue. Several
studies have arisen from this discussion, including a theoretical framework
that employs ethnography in cyberspace (Guimarães, 2005). 


Currently, methodological issues shift
the focus from ethnographic studies to studies linked to the diversity of a
digital culture and reshape the concepts on which ethnography is based. Virtual
ethnography constitutes a methodology that is currently widely used in research
on social networks, and it aims to observe, analyze and interpret cyberculture,
a culture that is developed through participation of digital collectives. In
the course of virtual ethnography, Netnography also arises. This is a term
coined by Robert Kozinets (2010) to define a research methodology for
ethnographic studies on the internet, whose foundations are registered in the
book Netnography: doing ethnographic research online.


Aiming to map and understand WEB 2.0
emerging literacies, researches developed by NAP EF/USP Digital Culture
Observatory, intends to explore multimedia cultural context of WEB 2.0
non-linear narratives, where digital collectives submerge individual presence.
New forms of logic and new semantics are being invented and created faster than
we can unravel them. The better we understand new competencies inside knowledge
society the better we will prepare our students for their future, and not to
our past.


5. REFERENCES 


Bauman, Z. (2001). Modernidade líquida. Rio de
Janeiro: Editora Zahar.


Benkler, Y. (2006). The wealth of the
networks: how social production transforms markets and freedom. New Haven:   Yale University Press.


Beskow, C. A. (2008). Comunicação, educação e inclusão
digital: quem "tá ligado" na escola estadual paulista? Uma
análise da interatividade no projeto TôLigado: o jornal interativo da sua
escola. São Paulo: ECA/USP. (Dissertação de Mestrado). 


Bliska, A.V. (2007). Capital Social em Comunidades Virtuais de Aprendizagem e de Prática.  São Paulo: ECA/USP. (Dissertação de Mestrado). 


Boyd, D. (2008). Taken out of
context: American teen sociality in networked publics.PhD Dissertation,
University of California-Berkeley.
http://www.zephoria.org/thoughts/archives/2009/01/18/taken_out_of_co.html
(access in January 15, 2009).


Braga, A. (2007). Usos e consumo de meios digitais entre
participantes de weblogs: uma proposta metodológica. XVI Encontro da Compós.
Curitiba: PR.


Castells, M. (1999).  A sociedade em rede. A era da
informação: economia, sociedade e cultura; v.1. Trad.
Roneide Venâncio. São Paulo: Paz e Terra.


Capobianco, L. (2010) Comunicação e literacia digital
na internet: estudo etnográfico e análise exploratória de dados do Programa
de Inclusão Digital AcessaSP– PONLINE. São Paulo: ECA/USP. (Dissertação de Mestrado). 


Chica, C. (2010) Formação continuada de mediadores do
Programa de Inclusão Digital AcessaSP. São Paulo: ECA/USP.  (Dissertação de
mestrado). 


De Kerckhove, D. (1997) A pele da cultura: uma
investigação sobre a nova realidade eletrônica. Lisboa: Relógio d’Água.


Dimantas, H. (2010). Linkania: uma teoria de
redes. São Paulo: Senac SP.


Freire, C.P. (2009). Critérios de Reputação em Coletivos Digitais: estudo de caso na disciplina de criando comunidades virtuais de
aprendizagem e de prática. São Paulo:
ECA/USP. (Dissertação de Mestrado). 


Guzzi, D. (2010). Web e participação: a democracia
no século XXI. São Paulo: Senac SP.


Geertz, C. (1978). A interpretação das culturas.
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Webography


Portal NAP Escola do Futuro/USP 

http://www.futuro.usp.br


Portal AcessaSP

http://acessasp.sp.gov.br


Portal da Juventude

http://www.juventude.sp.gov.br/


Portal Investigações Ambientais na Escola

http://www.investigacoesambientais.futuro.usp.br/


Portal Clubinho Faber-Castell

http://www.clubinhofaber.futuro.usp.br/


Portal Acessa Escola

http://acessaescola.fde.sp.gov.br/


 


 













[1]
NAP EF/USP was founded under the scientific coordination of
Prof. Dr. Fredric M. Litto of the Communication and Arts School (ECA), at the
University of São Paulo (USP), who was head of the entity until September 2006,
when Prof. Dr. BrasilinaPassarelli, Cathedratic Professor at the Department of
Information and Library Science at ECA/USP, took over. Prof. Passarelli is
currently head of the aforementioned department.







[2]
Warschauer, M (2003). Technology and social inclusion:
rethinking the digital divide. Cambridge, Mass: MIT Press.







[3]
Derrick De Kerckhove (1997). The skin of culture:
Investigating the New Electronic Reality. Lisbon: Relógio D’água. Manuel
Castells (1996). A sociedade em rede. São Paulo:
Paz e Terra; Bruno Latour (2008). Jamaisfomosmodernos. São Paulo: Editora 34.







[4]
iBEST is a award devoted to
digital players and more info can be obtained at
<http://blog.premioibest.com.br/>







[5] “Brazil is leader at social networks adoption. (Brasil
lidera a adoção de redes sociais)”. Available at: <http://blogs.estadao.com.br/link/brasil-lidera-a-adocao-de-redes-sociais> 5/16/10 (Portuguese). Retrieved on 5/17/07.







[6] See http://acessasp.sp.gov.br







[7]
All dissertations presented here were advised by Prof. Dr.
BrasilinaPassarelli in the Graduate Program on Communication Sciences (PPGCOM)
of the Communication and Arts School (ECA), at Social Interfaces of
Communication area with research focus on Communication and Education.