THE NEW RELATIONSHIP WITH KNOWLEDGE : CHANGES NEEDED

Abstract

The Technology of Digital Communication (TDC) are part of our daily lives, and the need and involvement with such resources can no longer be denied.  Prensky (2001) explains that today's students are digital natives, so, they think, process information and construct knowledge in a hypertextual way, differently from the digital immigrants. For this reason all actors involved in the teaching-learing (aprendência) process of these students, as school and teachers, must rethink their practice, and provide rhizomatic teaching-learning (aprendência) we stand here. The TDC is about strategic resources, not to replace, but to enrich and help to create situations of knowledge construction. However, to this use make the difference, teachers should be trained to know how to use them. Thus, the aim of this paper is to discuss the new relationship with knowledge from the hypertextual context in which we find ourselves, and discuss the changes needed for the education to reach its goals. We will also address up about the wealth of diverse forms of written communication, oral or audiovisual, that the internet allied to the TDC has enabled. For the proposed reflection authors such as Assmann (2000), Deleuze and Guattari (1996, 2000), Levy (1994), Prensky (2001), Serres (2000), among others, are called to the theoretical discussion.