Contribuições da educação ubíqua para a sustentabilidade: construindo uma educação universalizante e sustentável

Abstract

The human perception of the world, after computers, has changed radically, but the pervasiveness of information, a consequence of computational evolution, probably, will result in a new social disruption catalyzed by teenagers. Today´s young learners’ expectations for innovative pedagogies is a possible result of this change. Large school infrastructures with dozens of classrooms and libraries crammed with publications as well as traditional socioeconomic barriers to high quality courses may be on the verge of extinction. This digitization movement, not only in education, but also in all other human activities, is not good by itself. There are important risks involved. This study identifies actions that lead to a more socioeconomically positive relationship with the environment at the education of the future. Literature review using multidisciplinary publications, including environmental, legal, biological and engineering sciences, was the method used to reach a sustainable ubiquitous education. In the socioeconomic dimension of sustainability, this research identified potential risks connected to the students-technology relationship. Enforcement of digital division during the differences elimination process is another possible risk. The research also indicated that old computers reuse, under certain conditions, and acquisition of low power consumption equipment, operated by simpler operational systems and designed to consider maintenance facilities can reduce environmental impacts by up to 76%. An empirical evaluation of these two sustainable alternatives demonstrated its operability and user satisfaction. Key