Ocupar na cibercultura: o ciberativismo discentedocente como ato de currículo de uma formação em movimento

Abstract

This thesis addresses the theme of teacher training in the context of student occupations and teaching strike in cyberculture. In it, we seek to understand how teachers form and form thenselves when creating and practicing curriculum acts, mediated by the uses of digital technologies networking, in the "discentedocente" cyberactivism of occupation and strike in 2016 at Colégio Pedro II, in Rio de Janeiro. The research originated in the curse of doctorate degree in Education of the Proped / UERJ, within the scope of the Teaching and Cyberculture Research Group - GPDOC. As a field, we present Colégio Pedro II, where I work as a teacher in the Educational Informatics discipline. We invest in research-training in cyberculture (SANTOS; MACEDO; NÓVOA), multi- referential (ARDOINO, BARBOSA, MACEDO) and daily life (ALVES, FERRAÇO, CERTEAU) and dialogues with the theory of Curriculum Acts (MACEDO) and the notion of experiential research (MACEDO, JOSSO, LAROSSA) to help us understand the multiplicity of training processes. We start from two assumptions: the movement "ocupa" and the strike in schools as spaces for struggle, resistance and training; the elevation of the formation phenomenon to a process that takes place in midst of curricular actions and emerges above all in the experience of teacher as a subject who authorizes the creation of curriculum acts in cyberculture. The search devices triggered were the occupation pages on Facebook; the movement #EuDefendoOCPII; the creation of the App MobilizaCP2; conversation with practitioners and the production of a video research. The thesis reveals that the student and teaching authorship were encouraged by the use of digital networking, especially mobile devices and social networks; The cyberactivism was a space-time for the construction of knowledge referenced in the experiences of its thinking practitioners; both the resignification of the school space-time and the knowledge referenced in cyberactivist experiences of occupation and strike send us to a process of training that isn't static, but fluid and that we call training in motion.