Critical Teaching and Horizontal Relations in the Classroom

Autores

  • Fernando Pardo

DOI:

https://doi.org/10.17921/2447-8733.2015v16n3p225-227

Resumo

This paper approaches the changes in the modes of communication in the contemporary network society from the beginning of the classical Mass Communication Theory, in which the model sender/receiver prevailed, to Castells’ (2007) Self-mass Communication Theory and its implications for the modes of production and circulation of information through new media, cell phones and social networks. From this point on, we have problematized the concept of prosumer and the rupture of the barrier between producers and consumers, as well as the redefinition of teachers and students role in the context of the network society where the convergence of media promotes new modes of interaction with digital communication environments and active participation of the individuals in the production and circulation of information worldwide. Hence, we concluded that such transformations have promoted new means of interaction between teachers and students through the emergence of horizontal relations networks in which there is a decentralization of the teacher in the learning processes.

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Publicado

2015-09-25

Como Citar

PARDO, F. Critical Teaching and Horizontal Relations in the Classroom. Revista de Ensino, Educação e Ciências Humanas, [S. l.], v. 16, n. 3, p. 225–227, 2015. DOI: 10.17921/2447-8733.2015v16n3p225-227. Disponível em: https://revistaensinoeeducacao.pgsscogna.com.br/ensino/article/view/3108. Acesso em: 29 mar. 2024.

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