To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230719T150020230719T1800Europe/Amsterdam[SYMP72] The social vulnerability of the youth: Multimedia agencies in the rescue of contemporary (post)pandemic exileHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
School practices creating fissures in Necrocapitalism in Brazil and Palestine
Oral Presentation[SYMP72] The social vulnerability of the youth: Multimedia agencies in the rescue of contemporary (post)pandemic exile03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
In the current context of the attack on education, insurgent, decolonial pedagogies in Brazil and Palestine play an important role in organizing spaces for disclosing and destabilizing hegemonic power systems and creating the language and conditions of possibility for the future (Walsh, 2019). The crisis in the education systems in these countries has been exacerbated by the confluence of necropolitical and necrocapitalist power structures. While necropolitical regimes produce death-worlds that subdue life to the power of death (Mbembe, 2016), necrocapitalism (Valencia, 2018; MIAsma 2021) draws on different global capitalist practices that contribute to the excrementalization of racialized bodies and accelerate the production of an unskilled and unemployable labor force in these countries. This presentation suggests that counteracting these oppressive power structures requires the development of insurgent, decolonial pedagogical practices that promote what Latin American indigenous groups call sumac kawsay ("vivir bien or living well"). This holistic model of social relations emphasizes living in complementarity and with reciprocity, reaching agreement by consensus, development as distinct from growth, and working with joy. The presentation exemplifies multimediatic pedagogical projects carried out during the Covid-19 pandemic and presents considerations and paths to be taken for the design of possible worlds.
The crisis in the education systems in Brazil and Palestine has been exacerbated as a result of the confluence of necropolitical and ecrocapitalist power structures. On the one hand, necropolitical regimes that aim to produce death-worlds that subdue life to the power of death and that turn national (colonial) subjects into the living dead-subjects who are deprived of their individual and collective vitality and subjectivity(Mbembe, 2016). On the other, necrocapitalist practices (Valencia,2018;MIAsma,2021), in which global capitalist strategies such as privatization, corporatization, militarization, and appropriation of indigenous resources, contribute to the excrementalization of racialized bodies. Moreover, necrocapitalist practices accelerate the production of an unskilled and unemployable labor force in times of austerity and immiseration, as part of a disposable, surplus population, which reproduces the global capitalist system and its racialized neoliberal structures. In this context, insurgent, decolonial pedagogies in Brazil and Palestine play an important role in organizing spaces for disclosing and destabilizing hegemonic power systems and creating the language and conditions of possibility for the future (Freire,1970; Walsh,2019). Such a pedagogy analyzes society in terms not only of liberal or neoliberal policies, but also of colonial history. Moreover, this pedagogy demonstrates that education is an essential means for people to dive into reality, develop an informed, generalized, and historical understanding of it in order to act for its transformation. From this perspective, two central concepts emerge as essential: collaboration and agency. This presentation thus suggests that central to the development of such insurgent, decolonial pedagogies is the promotion of what Latin American indigenous groups call sumac kawsay ("vivir bien or living well"). Collaboration and agency are at the core of this holistic model of social relations, since it emphasizes living in complementarity and with reciprocity, reaching agreement by consensus, development as distinct from growth, and working with joy. While the model offers an alternative to the capitalist development model, it refrains from romanticizing indigenous communities or coopting their struggles. The Brincadas Project, conceived by researchers associated with the Language in Activities in the School Context at the Pontifical Catholic University of São Paulo, is used as a case study. Drawing on Vygotsky's (1933) concept of play and on Freire's (1970) notion of the viable unheard of, this multimediatic pedagogical project served throughout the pandemic as a critical collaborative context where participants' agencies are mobilized to play with possibilities not yet known or created. Play is seen as enabling the transformation of subjects in relation to their immediate realities and the broader context of the world especially, in the context of Covid-19 pandemic and necropolitical sovereignty. In the project, participants engage in play activities that prepare them to dive into their immediate reality and to discuss the theoretical possibilities for understanding and for criticizing it. They also engage in different opportunities to examine a wide range of issues from diverse perspectives in different contexts, thus expanding the horizon of their understanding. This process leads to the construction of new possibilities for acting, that is, for the viable unheard of.
“HORA DA BRINCADA (LIVE)”: TALKING ABOUT EXPERIENCES AND CREATING THE VIABLE UNHEARD OF
Oral Presentation[SYMP72] The social vulnerability of the youth: Multimedia agencies in the rescue of contemporary (post)pandemic exile03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
The coronavirus crisis, unexpected by all, arose among us, especially in Brazil and in Bolsonaro's government, in the midst of a context that Mbembe (2016) called Necropolitics, which is the government's power to decide who lives, who dies, and in what way it will make (LIBERALI, 2020). In the educational context, the coronavirus pandemic requires the resignification of concepts, ideas, and pedagogical practices which consider the issues that involve the teaching-learning process (FUGA; LOPES; DIEGUES, 2020). On this point, this communication aims to present "Hora da Brincada (live)" as a possibility in teacher training and its impacts in the face of the COVID-19 pandemic. The "Hora da Brincada (live)" took place fortnightly in 2020 and promoted dialogues to reflect on themes experienced by Brazilian society. This is one of the fronts of "Projeto Brincadas", which currently has three subprojects and was created as a result of the COVID-19 pandemic, aligned with the Global Play Brigade. The "Projeto Brincadas" brings together teachers, students, and researchers from the Research Group Language in Activities in the School Context (LACE) from Pontifical Catholic University of São Paulo that inform and promote training meetings for different ages - synchronous, asynchronous, and face-to-face through play -, educational seminars, and psychological and financial support for those in need. This research is based on the Social-Cultural-Historical Activity Theory (TASHC), centralising the constitution of the concept of activity and its fundamental aspects in theory (VYGOTSKY, 1934/1994; LEONTIEV, 1977). Still, it approaches the concept of Playing by Vygotsky (1934/2001) and the viable unheard of by Freire (1987). Therefore, "Hora da Brincada (live)" arose to provide viewers with possibilities to reinvent interactions in different realities, whether in the social and/or pedagogical scope. The selected data are lives, of the webinar genre, with live-streaming via Facebook or YouTube and with comments and interactions in the chats. These data were interpreted and will be presented based on the theoretical basis and the research methodology.
Keywords: Lives, TASHC, Playing, The viable unheard of.
References
FREIRE, P. (1987). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra.
FUGA, V. P.; LOPES, J. C. B.; DIEGUES, U. C. C. (2020) Professor, vai ser EaD? In: LIBERALI, F. C.; FUGA, V. P.; DIEGUES, U. C. C.: CARVALHO, M. P. (2020) Educação em tempos de pandemia: brincando com um mundo possível. Campinas, SP: Pontes Editores.
LEONTIEV, A. N. (1977). Activity and consciousness. Disponível em: https://www.marxists.org/archive/leontev/works/1977/leon1977.htm. Acesso em: 24.maio.2020.
LIBERALI, F. C. (2020). Construir o inédito viável em meio a crise do coronavírus – lições que aprendemos, vivemos e propomos. In: LIBERALI, F. C.; FUGA, V. P.; DIEGUES, U. C. C.: CARVALHO, M. P. (2020) Educação em tempos de pandemia: brincando com um mundo possível. Campinas, SP: Pontes Editores.
MBEMBE, A. (2016). Necropolítica. Artes & Ensaios. Revista do PPGA/EBA/UFRJ, n. 32. p.122-151.
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