Práticas docentes contemporâneas: apropriações docentes de tecnologias digitais na tessitura do conhecimento em rede

Abstract

This study aimed to understand how elementary school teachers in a public school in the state of Rio de Janeiro, located in a suburb of Rio de Janeiro, use digital network technologies in their pedagogical practices. Supported by the complexity paradigm (Morin, 2015), we do Ethnographic research-training (Macedo, 2006) - which presupposes that questions occur within the scope of a social problem, and are based on the anthropological principle that the individuals that make up a certain group know their reality better; with the principles of multi-referentiality, advocated by Ardoino (1998) and widely discussed by Macedo (2010) - who turns to formative aspects in the teaching trajectory; and with the approach of research with everyday life (Alves, 2008; Certeau, 2013; Andrade, Caldas and Alves (2019). We dialogue with the discussions about cyberculture Lévy (1999); Lemos (2003); Santaella (2013), Silva, (2003); Santos, E. (2019). In this way, identifying contexts in which school activities can encourage collective production, authorship and co-authorship, mediated by the digital network, providing a critical and emancipatory education (Freire, 1987; 1996). The use of devices, such as the field Diary, WhatsApp and conversation circles led us to understand how the appropriation of technologies by teachers, particularly in the context of the new coronavirus pandemic, fosters digital and media critical literacy, demanding to reinvent their pedagogical practices, in which conversation, sensitive listening and shared mediation understand how the appropriation of technologies by teachers, particularly in the context of the new coronavirus pandemic, foster digital and media literacy, requiring them to reinvent their pedagogical practices, in which conversation, sensitive listening and shared mediation constitute the strength driving force of the 'learningteaching' processes.