FOR A UBIQUITOUS CYBERCURRICULUM FOR SCHOOLS AND UNIVERSITIES THAT WANT TO BE NOMADIC

Abstract

Based on the concept of cyberculture as a technical phenomenon, in a space/time full of hypermedia language technologies and sociocultural movement with implications for our relationship with knowledge, the world, others, and ourselves, we will address digital technologies as the foundation of ubiquitous learning in the age of mobility. Our guiding question is: how can we make the classroom interactive with students organized in rows, framed by physical walls and fences, based on curricula organized into hierarchically isolated disciplines? Based on this premise, we present a sample of postgraduate studies in Tocantins to reflect on the continuous connection in cyberspaces of hypermobility and (de)territorialize the official prescriptive curriculum centered on the disciplinarization of knowledge, envisioning a generative, pervasive cybercurriculum (one that spreads, infiltrates, or penetrates easily into something or someone), a ubiquitous cybercurriculum for schools and universities that want to be nomadic.