Corresponsabilidade na construção do conhecimento: inversão do protagonismo na educação

Abstract

This article presents an analysis of collaborative approaches to networked learning, aiming to demonstrate the use of flexible tools in cyberspace that can contribute to the construction of knowledge in a new position and press-didactic, signified by the information society. This theoretical study presents evidence of the spread of collective intelligence in virtual learning communities. Therefore, it recommends that the contemporary educational institution, aware of digital literacy, pedagogical usability of media convergences and other online interfaces, make the creative know. We believe in the improvement of a ubiquitous backdrop, exchange of role in the classroom.