|Mapa da ESE Setúbal|
Scholar Year: 2020/2021 - 2S
||N. of students
|Marta Sofia da Luz Marcos Pinho Alves||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of the course unit students should be able to:
-to identify the genesis of the concept, its contemporary applications and other related concepts;
- recognize the key concepts and theoretical models associated with it, as well as their creation and application contexts;
- understand the complexity of its definition in relation to the multiple positions it calls;
-comprehend the economic, political and cultural dynamics associated with it.
- adopt an informed and critical attitude towards the debates on the subject.
1.1. The proto-history of cyberculture
1.2. Cyberspace as the founder of cyberculture.
1.3. Two perspectives on the theme: "Apocalyptic" and "Integrated" (in the terminology of Umberto Eco)
1.4. The announced end of mass communication
1.5. The organic / mechanical binomial
2. Cyberculture 2.0
2.1. Web 2.0 and participatory media (social media)
2.2. The collaborative work
Demonstration of the syllabus coherence with the UC intended learning outcomes
The programmed content is adjusted to the objectives in the assumption that it is intended to give students an up-to-date and critical perspective on cyberculture and the different theoretical positions on the same theme. The programmatic contents provided allow a transversal and historical view of the phenomenon, as well as the analysis of the contemporary national and international situation and the main themes and problems associated with it.
The classes will be divided into two contiguous sections, a first one with an expository nature in which the concepts proposed in the programmatic contents will be presented and a second one, which proposes, from the reading of texts or analysis of practical cases related to the concepts presented above, the debate About these issues.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is considered that expository methodology followed by student participation in the analysis of documents and practical cases, always guided by the teacher, will contribute to the development of the competencies identified in the objectives. The student will have the opportunity to know theoretical thinking about the topics under analysis and deepen their understanding by identifying and questions and obtaining answers and by observing their application in concrete cases.
Assessment methodologies and evidences
1. A group work (oral and written presentation) [60%]
Critical analysis of a text selected by students from a list previously provided by the teacher.
2. Evaluation test [40%]
A specific evaluation document will be distributed to the students, explaining the rules of preparation and delivery times for each element of evaluation.
Participation of regular students
It is expected that each student: (a) is present in 75% of classes and participate in the discussion of the issues under review as well as in group work; (B) read, analyze and be prepared to discuss the presented handouts; (C) run scheduled jobs.
Participation of working students
Each case must be negotiated with the teacher during the first 15 days after the start of classes.
Aronowitz, Stanley; Martinsons, Barbara; Menser, Michael (ed.) (1996), Technosience and Cyberculture, Londres: Routledge.
Barbrook, Richard; Cameron, Andy (2015), The Internet Revolution: From dot-com capitalism to cybernetic communism, Amesterdão: Institute of Network Cultures.
Baudrillard, Jean (1991), Simulacros e Simulação, Lisboa: Relógio d’Água.
Boolmer, Grant (2018), Theorozing Digital Cultures (2018), Londres: Sage.
Breton, Philippe; Proulx, Serge (1997), A Explosão da Comunicação, Lisboa: Bizâncio.
Breton, Philippe (1997), À Imagem do homem: do Golem às Criaturas Virtuais, Lisboa: Instituto Piaget.
Cardoso, Gustavo (coord.) (2013), A Sociedade Dos Ecrãs, Lisboa: Tinta da China.
Carvalho, Margarida (2007), Híbridos Tecnológicos, Lisboa, Vega.
Castells, Manuel (2003), “O Fim do Milénio” IN A Era da Informação: Economia, Sociedade e Cultura, Lisboa: Fundação Calouste Gulbenkian, Volume III.
DAVIS, Mike (2006), Planet of the Slums, London: Versus.
Gere, Charlie (2002), Digital Culture, London: Reaktion.
Gray, Chris (ed.) (1995), The Cyborg Handbook, Nova Iorque e Londres: Routledge.
Levy, Pierre (1998), Cibercultura: Relatório para o Conselho da Europa no quadro do Projeto “Novas Tecnologias”: Cooperação cultural e comunicação”. Lisboa: Instituto Piaget.
Martins, Hermínio; Garcia, José Luís (coord.) (2003), Dilemas da Civilização Tecnológica, Lisboa: Imprensa de Ciências Sociais.
Morozov, Evgeny (2011), The Net Delusion: The dark side of Internet Freedom, Nova Iorque: Public Affairs.
Nayar, Pramod K. (2010), An Introduction to New Media and Cybercultures, Malden e Oxford: Wiley-Blackwell.
Boomen, Marianne van den; Lammes, Sybille; Lehmann, Ann-Sophie; Raessens, Joost; Schafer, Mirko Tobias (eds.), Tracing New Media in Everyday Life and Technology, Amesterdão: Amsterdam University Press.
Turkle, Sherry (2015), Reclaiming conversation: The Power of Talk in a Digital Age, Nova Iorque: Penguin Books.