“Conversando a gente se entende” Os processos formativos que emergem dos usos das Tecnologias do Encontro nos espaçostempos da Educação Infantil

Abstract

This dissertation aims to comprehend how Encounter Technologies potentiate the formation of professionals working in Carioca Early Childhood Education. The research setting comprises two School Units of the Municipal Education Network of the City of Rio de Janeiro, exclusively catering to Early Childhood Education. As methodological devices, we employ bricolage of conversation circles and WhatsApp discussions. Adopting a epistemological perspective of Multireferentiality in bricolage with the Everyday Studies, choosing the Movements of Research on/in/with Everyday as a methodology, proposing a pluralistic view of encounters and relationships occurring in these educational spaces, which serve as theoretical-practical objects expressing the complexity of lived experiences. In seeking to understand the uses of Encounter Technologies by educators in Early Childhood Education, conversations are categorized as research data revealing how can the use of Encounter Technologies inspire the formative processes of educators in Early Childhood Education of the Carioca Education Network. To achieve this, we pursue the following specific objectives: (i) Map out the organization of ongoing training for educators in Carioca Early Childhood Education; (ii) Investigate the presence of Encounter Technologies in the daily school life of Carioca Early Childhood Education; (iii) Present the epistemological and methodological assumptions guiding this research; and (iv) Identify the developments arising from the use of Encounter Technologies by educators in Carioca Early Childhood Education. Through the analysis of conversations among the 11 practitioner-thinkers, divided into two groups, and based on the transversalities between theory, empiricism, and my authorship, the following sub-concepts emerged: (i) “Having a Smart TV has expanded our possibilities” – The “Acts of Curriculum” emerging from the use of Digital Technologies in educators’ daily lives; (ii) “We make do as best as we can” – The Challenge of Ensuring Planning Time and the tactics practiced by Educators; and (iii) “It's a group that strengthens, if it's not like this, we won't progress!” – The collaborative networks co-created by educators in Carioca Early Childhood Education. We understand that the use of Encounter Technologies fosters the creation of Mult referential Learning Spaces, grounded in the multiplicity and diversity of knowledge and information circulating therein, enabling the sharing of formative processes and experiences.