DIGITAL CULTURE AND KNOWLEDGE CONSTRUCTION: A SOCIOLOGICAL DISCURSIVE-IMAGETIC DISCUSSION FOR TEACHING PRACTICE

Abstract

This article proposes a study on digital culture and knowledge construction, with sociological discursive-imagery analysis for teacher praxis as the core of this study. To this end, problematizing the image as an object of research encourages us to investigate the multimodal and cultural aspects of imagetic discourse, having the scope of analyzing images and their meanings, a path that lies behind the unsaid, between the lines and subjectivities presented. in the subjectivities of discourse. In effect, this proposal falls within the field of Sociology, through discursive-imagery sociological analysis, in which investigating image discourses becomes a recurring challenge in digital culture, especially for teachers, who use digital resources as methodological tools to teaching and learning.