Pedagogia da hipermobilidade: formação, movimento, conexões e comunidades integradas por uma educação-mundo

Abstract

The research study of this doctorate in Education at the Rio de Janeiro State University aims to understand how teachers create pedagogical practices in the city-school-cyberspace relationships in the context of research-training in cyberculture, enabling the development of a pedagogy of hypermobility. The research context is the Federal Institute of Rio de Janeiro (IFRJ), in Teacher Training for Online Education and Teacher Training for Communication, Culture, and Art course. The research interlocutors are continuing education teachers who work in the metropolitan region of Rio de Janeiro. Research-training in cyberculture was the research method used. This research methodology involves (i) research put into practice during teaching—investigating research, training, and the research construct—and (ii) the exchange with a variety of practitioners that promote the configuration and reconfiguration of the research practice. Through the field experience, we developed a hypermobility research practice to reflect the different contexts of research and training and proposed the new concept of pedagogy of hypermobility. With the sharing of the teachers' pedagogical practices, research claims emerged such as research with daily life in hypermobility; research-training in hypermobility; education-world: training for freedom and living in the city; urban micronarratives in hypermobility; and the pedagogy of hypermobility itself, deepened based on the research results. Thus,we learned that pedagogical practices in hypermobility are necessary for educators, researchers, and students to experience connected and related experiences with their communities.