A sala de aula no contexto da cibercultura: formação docente e discente em atos de currículo

Abstract

The subject of this study is teacher education in the context of cyberculture. It assumes, firstly, that teachers, who are both educating and being educated, need to dialog with knowledge/actions that enhance their learning in a new space/time in the classroom and, secondly, that research in higher education involves reflection on/in practice in a plural process of auto-hetero-ecoeducation. The aim of the study is to construct curriculum acts using the potential of virtual environments, social networks and the Internet to resignify learning/teaching in the day-to-day experience of cultural practitioners inside/outside universities. The central issue in this education-research in cyberculture in the present study is how the creation of curriculum acts using digital technologies in multireferential learning spaces can enhance teacher and student educational practices in the pedagogy program at the State University of Rio Grande do Norte in the context of cyberculture, while the secondary issues are which resources lead to involved educational practices in both online and face-to-face teaching when networked digital technologies are used; how a pedagogical relationship characterized by collaborative teacher-student interaction and mediated by the use of digital technologies can be built; and whether the creation of curriculum acts with the aid of digital technologies helps to develop new digital literacy skills in cyberculture practitioners. The theoretical and methodological inspiration for the study is multireferential (ARDOINO, BARBOSA, MACEDO) education-research (SANTOS; MACEDO; NÓVOA) in everyday life (CERTEAU, ALVES, FERRAÇO, OLIVEIRA) in the context of cyberculture (SANTOS, SILVA, LEMOS, SANTAELLA) intertwined with the meanings conferred by the authors of this thesis. The study was carried out in the educational context of the didactics course and Supervised Internship I on the pedagogy program at the State University of Rio Grande do Norte. We show that the educational environments created in curriculum acts in face-to-face and online teaching suggest perspectives that favor cyberauthorcitizen teacher and student education, an emerging posture in the becoming that is built in the city/cyberspace relationship, in spaces/times of plural learning referenced in the experiences created in these contexts.