Digital Storytelling: uma experiência de pesquisa-formação na cibercultura

Abstract

This thesis deals with Digital Storytelling as a curriculum act in teacher training. Our main objective is understanding how digital storytelling can enhance the narratives of the teachers during their training. We start from the assumption that in cyberculture the practices of learning to learn are manifested in a variety of languages and spaces, providing, in this context, the emergence of new ways of narrating and telling stories. And, whilst in the field, we seek the potential of these practices. The theoretical-methodological approaches of the research are inspired by the epistemological perspective of the multireferentiality (MACEDO, 2010; ARDOINO, 1998; SANTOS 2005, 2014), with the researches with the everyday ones (CERTEAU, 2012; ALVES, 2014; SPINK, 2017). As a political statement we chose the teaching-research in the cyberculture method (SANTOS, 2005, 2014), a research practice that promotes an immersion and co-authorship in the field, enabling the self-development and the development of the cultural practitioners involved. The research was carried out during the Technology and Education discipline of the Pedagogy course at the State University of Rio de Janeiro - UERJ, during the second semestre of 2015, and during the first semestre of 2017, when the following hybrid genres of Digital Storytelling were used as teaching resources: Visual Storytelling in Instagram, Digital Storytelling in video format, Blog as a hypertextual memoir of training understood as a resource of research-training. After the field experience and the pedagogical process, we obtained several authoral works from the students in which the digital inventions of themselves arose. The various arrangements between memory, experience and fiction in the creation of digital, public and shared network narratives lead to the establishment of three notions that we consider our research findings: the hyperescripts of self in the formation of teachers; the power of the formative experience narrated in the network and the microfictions of formation to (re) think the education