Knowledge and digital culture in the educational scenario. A theoretical review

Abstract

At present we can appreciate how, with great ease and in an accelerated way, technological applications have invaded different spaces in society, impacting the way of carrying out the various processes, transforming significantly the daily life of people and the educational scenario does not escape this reality. Under this context, it generates a change of mentality that has transformed human communication and labor practices through increasingly instantaneous and interactive forms that displace traditional ones, which has been understood as a digital culture. In this sense, the present investigation was oriented to deepen theoretically about knowledge and digital culture in the educational scenario through documentary research, with a post-positivist approach under the phenomenological paradigm. The digital culture is presented as something not finished in constant evolution; therefore, the qualitative facilitated a vision of the phenomenon, contextualized in the area of education. To achieve what was planned, the documents were reviewed, with support in the hermeneutics for the interpretation of the symbolic material that was incorporated into the study. This material was organized and analyzed, extracting categories that facilitated the interpretation and generation of the findings. The existence of a communication gap between teachers and students influenced by the irruption of access, use and appropriation of information and communication technologies is revealed. Therefore, innovative educational practices adapted to the current context are demanded to generate a balance and understanding between teachers and students as well as arouse the critical spirit about the use of technology to pass from information consumers to knowledge producers.