THE “COGNITIVE ECOLOGY” OF CYBERINFORMATIONAL SOCIETY: a contribution to network education

Abstract

The cyberculture movement confers force on the dissemination of and access to information. The semantic structure intrinsic to the informational logic has a chance to be maximised, and, in so doing, redefining the meaning of the network contents on which the cognitive ecology is developed. In this sense, the cyberculture movement and the cyberinformation movement are symmetrical phenomena whose possibilities for social planning promote joint actions on which individual competencies are founded and, consequently, education is potentialised. The teaching-learning process as it develops the structures of cognition motivates social action concerning what knowledge is reshaped. Cyberspace, as a broad environment for the circulation and formation of understanding, makes network dialogue possible, increasing the fundamental parameters of learning and re-articulating the mechanisms of information and communication, essential to the interaction between the subjects of the action.