Revealing Significant Connections of the DTIC in Multireferential

Learning Environments from Cognitive Analysis

Ana María Casnati

(Universidade Federal da Bahia, Tacuarembo Campus, Universidad de la República, Uruguay)

Abstract: The Multireferential Learning Environments constitute scenarios that induce to deepen, autonomously and creatively, the studies on translation, transfer, reappropriation, transformation, reconstruction of knowledge, that is intended to spread. The problem refers to the possibilities offered by the DTIC to contribute to the real empowerment of the subjects about having greater economic capacity, influence and political dignity to exercise a real counterweight or opposition to the state power and the big capital. Considering the report of ECLAC on the inequality matrix in Latin America, the need to contemplate the daily dimension of the actors in the sustainable local development processes is observed. The hypothesis assumes that as societies have more information available they can transform it into knowledge and therefore improve their conditions and quality of life.The objective is to identify, describe and contrast models that contribute to assess the derivations of the DTIC in the Multireferential Learning Environments, that participate in local development processes from a complex systemic approach where the daily dimension of those involved is considered from a Cognitive Analysis model. In certain aspects, the idea that the Learning Society is limited exclusively to the knowledge economy and to the social organization in networks, as the main structuring axes, is questioned. Consequently, learning throughout life is no more than a process that, being pragmatic and committed to productivity, leaves aside all those formative dimensions of dialogical education defended by Paulo Freire (1970, 1992, 1997).

Key words: DTIC, multireferential learning environments, cognitive analysis