Isto e aquilo: a cultura hacker como outro mundo possível para a conscientização ativista na educação.

Abstract

Contemporary culture is marked by digital and network technologies. One of today's cultures, called Hacker Culture, comprises ways of life created by programmers (and hackers), which consist of new ways of dealing with information technology and knowledge. Collective, collaborative, free, activist, critical actions, and the construction of free and non-proprietary operating systems, help to think about free access for the circulation and production of information and knowledge. This research discusses possibilities to open the 'black box' of the educational system, which generally behaves in a rigid way, without major changes: the classroom, the figure of the teacher as holders of knowledge, the systematic organization of the teaching, the curriculum, often determined “from the top down”, with little room for negotiation for the school or teachers. It is conceived from the investigative question: “Supported in the hacker culture, how to think about possible hacks for school educational environments, in order to make them more open and enhance exchanges, knowledge and affection on the part of the people involved (educators, educators, students, community)?” The research is qualitative and assumes the “Wandering Methodology” inspired by action research and intervention research. The field of investigation consisted of two main segments: a school and two Dialogical Sessions. The participants were: the researcher, the teacher of the computer lab of a public school; 25 students from the Cabeças Digitais; 5 members of the Tutorial Education Group of the Faculty of Computational Engineering of the Federal University of Juiz de Fora; 1 member of Cineclube Cine Direto; 1 member of Colectivo Lambe Mais Oprime Menos; 8 participants of the dialogic sessions. The methodological instruments were: observation; proposal and execution of “intervention projects”; dialogic sessions; photographic records; videos; recordings; field journal. In a dialogue between practice and theory, the following “emerging themes” were reached: (a) Institutions; (b) Technologies and processes; (c) Collaborative networks: spaces for welcoming and activism. Among the findings, the following stand out: the scrapping of the school's computer lab, evidencing a lack of policies for its maintenance; the importance of inter-institutional partnerships and collective actions that enable various hacks at school; the experience that there are ways of thinking about a more pleasant, free, critical, activist, conscious and affectionate education with which something valuable is created for the educational community, where the school is inserted. The research argues that it is not possible to have hacker education without activism and "awareness" and that one of the ways to change the way people inhabit the world would be to resignify ways of acting with digital technologies, starting with the relationship established in the school, emphasizing the integration of the hacker culture, which defends free software. Thinking about education, in the dynamics of Freire's praxis, invites the improvement of the ability to transform reality, the ethical and critical development of relationships and intellectual and the construction of knowledge. Thus, this thesis contributes to thinking about the creation of hacks in the educational environment, inhabited and built by educators who assume themselves as affective activists and awarenessraisers, based on the experience of a defending school that promotes public, free and quality education.