CIBERLAB – Laboratório ubíquo em tempos de cibercultura: “Eu quase que nada não sei. Mas desconfio de muita coisa

Abstract

This thesis aims to investigate how students/teachers of Technical Education in Electronics from the FAETEC network can forge other ways of learning-teaching that are more in tune with our times through the uses of CiberLab. We understand CiberLab as an educational network in which teachers and students create, simulate, and manipulate multiple languages using various cultural artifacts in the context of cyberculture. If previously experimental practices were restricted only to physical laboratories, at specific times and in person at school, they now exist in the most varied spaces and times, becoming mobile and ubiquitous practices. With economically accessible experiments and simulations, practitioners take the lead and authorship in the creation of knowledge. The research was carried out before, during and after the period of the COVID-19 pandemic, in a hybrid way (in-person and online), in the Electronics Technical Course classes in integrated and subsequent modalities, at the Escola Técnica Estadual Ferreira Viana – ETEFV linked to the Technical School Support Foundation – FAETEC and supported by APQ1 research assistance from the Carlos Chagas Filho Foundation for Research Support in the State of Rio de Janeiro - FAPERJ. The practitioners-thinkers of this research are a group of students and teachers who together co-created laboratory experiences in person with the use of technological artifacts and online in simulation platforms, in virtual learning environments and on social networks. The doing-feeling-thinking of this thesis proposal dialogues with the theoretical-methodological concepts of research with everyday life in bricolage with multireferentiality and is anchored in the methodology of research-training in the context of cyberculture. As research tools, we used creations, workshops, interactions, conversations and narratives on social media, in virtual learning environments and in hybrid training environments. From the experiences in the field during the research, notions emerged such as knowledge beyond books, inventions in a ubiquitous laboratory, new learning with hybrid environments and learning-teaching with the use of simulators. The research revealed the importance of investing in infrastructure in technical and professional education schools; the importance of co-creating technical training networks; and teaching and student authorship, making it possible to understand the power of this ubiquitous laboratory model to weave and engender co-created learning networks in a hybrid way.