Etnocenologia virtual das aprendizagens juvenis na contemporaneidade : cenários, performances, experiências e mediações com os dispositivos das culturas digitais “nas redes e nas ruas”

Abstract

This research aims to analyze how youth narratives in networks (on-line and face-to-face) which are mediated by digital devices give rise to ethnocenological, communicative, sharing, conviviality, engagement and solidarity performances, in order to comprehend how ethnocenological learning processes of young people occur through the use of digital devices in community groups (in virtual and face-to-face networks) and how they redesign the understanding of the learning phenomenon and education in the contemporaneity. This is a qualitative investigation inspired by the multi-referentiality of Macedo (2012, 2015) and Ardoino (1998) as a way of prioritizing “another investigative rigor”. It is also based on Michel Maffesoli’s Sociology of Daily Life (2005a, 2005b, 2007), and on Bião’s studies of Ethnocenology (1998, 2007) in the field of scenic arts. The participants of this research were ten young people whose ages varies from 18 to 29 years old, and they work in youth groups (net-activists), which are located in the State of Sergipe. The main data production devices are: itinerary diary, narrative memorial, free or unstructured interviews and digital narratives. The interpretation of the research findings and data analysis focused on the idea of artisanal bricolage, which aimed at describing the main subsuming notions that emerged from the investigative experience. The research results highlighted the use of digital devices to interact, create and share narratives as well as aesthetic, bodily and playful performances, what seeks to give visibility to the actions organized by youth collectives "on networks and on streets", in which it is possible to highlight the cultivation of interventionist, experimental, cultural, ritualistic, performance and communicative actions. In this regard, the experiences mediated by young people owning digital devices in community groups (in virtual and face-to-face networks) proposed the stylization of educational experiences, which redirected our perspectives on the knowledge produced, the spaces-and-times and the ways of reflecting upon the pedagogical practice that illustrates the cultivation of education based on collaboration, creativity, solidarity, political and citizen education as path and possibility , more than ever, engaged with the transformation of social reality. Based on those concerns, the following subsuming notions emerged: a) net-activist implicational performances; b) Live mediations and ethnocenological learning in networks; c) Interventionist ethnocenological learning on streets; d) Interventionist ethnocenological learning in networks. Finally, it is possible to assert that the virtual performances of interaction, engagement and sensibilities experienced by young people owning devices of digital cultures change sharing, interactive and cognitive experiences, which makes an emergency occurrence of the “Virtual Ethnocenology of Contemporary Youth Learnings”.