1Master Program in Communication and Education, Municipal University of São Caetano do Sul, São Caetano do Sul, Brazil
2Master Program in Communication, Municipal University of São Caetano do Sul, São Caetano do Sul, Brazil
American Journal of Educational Research.
2016,
Vol. 4 No. 9, 669-673
DOI: 10.12691/education-4-9-4
Copyright © 2016 Science and Education PublishingCite this paper: Alan César Belo Angeluci, Marcello Cacavallo. Analyzing Blended Learning in Brazil from Actor-Network Theory: A qualitative Study.
American Journal of Educational Research. 2016; 4(9):669-673. doi: 10.12691/education-4-9-4.
Correspondence to: Alan César Belo Angeluci, Master Program in Communication and Education, Municipal University of São Caetano do Sul, São Caetano do Sul, Brazil. Email:
aangeluci@uscs.edu.brAbstract
This paper presents a qualitative study in which data collected indicate the main text codes related to innovative blended learning practices from interviews carried out with specialists on this field in Brazil. The main purpose of the study was to identify and analyze codes that highlight the tensions between human and nonhuman actors present in innovative practices of blended learning. Supported by Atlas.ti® software, the found terms were associated and analyzed from recurring concepts in Actor-Network Theory, formulated by Bruno Latour. The French scholar postulated that several actors, human and nonhuman, interconnected and dependent on each other, form a hybrid world. It is important to better understand the roles of man and machine, escaping from the common sense speech that they are more or less important than the other when it comes to discuss innovations on blended learning. The study object reveals itself therefore as fertile ground for reflection on the tensions between these two instances.
Keywords