Research in education in cyberculture: teacher training for / in complexity

Detalhes bibliográficos
Autor(a) principal: Silva, Obdália Santana Ferraz
Data de Publicação: 2020
Outros Autores: Rodríguez Jerez, Sergio Alejandro
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870
Resumo: This text is the result of one of the collaborative researches, related to teacher training, developed in partnership with Basic Education teachers who participated in an Umbrella project, carried out in the period from 2014 to 2019, by the research group that we coordinate, within the scope of programs stricto sensu graduate courses from universities in Brazil and Colombia. Based on the epistemology of complexity, it aims to reflect on the training of teachers to work in the context of cyberculture, consisting of technological and linguistic complexities, and characterized by the multiliteracies that weave the citizen life of teachers and students. Collaborative research was adopted, in this study, as an educational and scientific methodology and principle, of political-educational quality, and Discursive Textual Analysis was the basis for the analysis and interpretation of data. The results obtained, from a semi-structured interview, carried out between February and May 2019, with six teacher educators, working in Higher Education and / or in Basic Education, lead to the conclusion that teacher training needs to articulate the pedagogical, political and cultural for teaching in a school routine marked by uncertainties and conflicts that take place in the social, science and technology fields; the diversity of culture and languages; by the polyphony of conflicts that impels the teacher to understand the meaning and the social place of the school. This reality challenges the teacher to train for the problematization, coping and collective overcoming of challenging situations, among them, that of educating in the context of complexity that manifests itself daily in cyberculture.
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spelling Research in education in cyberculture: teacher training for / in complexityInvestigación en educación cibercultural: formación docente para / en complejidadPesquisa em educação na cibercultura: formação docente para a/na complexidadedigital culture; teacher training; epistemology of complexity; collaborative research.cultura digital; formación docente; epistemología de la complejidad; investigación colaborativa.cultura digital; formação de professor; epistemologia da complexidade. pesquisa colaborativa.This text is the result of one of the collaborative researches, related to teacher training, developed in partnership with Basic Education teachers who participated in an Umbrella project, carried out in the period from 2014 to 2019, by the research group that we coordinate, within the scope of programs stricto sensu graduate courses from universities in Brazil and Colombia. Based on the epistemology of complexity, it aims to reflect on the training of teachers to work in the context of cyberculture, consisting of technological and linguistic complexities, and characterized by the multiliteracies that weave the citizen life of teachers and students. Collaborative research was adopted, in this study, as an educational and scientific methodology and principle, of political-educational quality, and Discursive Textual Analysis was the basis for the analysis and interpretation of data. The results obtained, from a semi-structured interview, carried out between February and May 2019, with six teacher educators, working in Higher Education and / or in Basic Education, lead to the conclusion that teacher training needs to articulate the pedagogical, political and cultural for teaching in a school routine marked by uncertainties and conflicts that take place in the social, science and technology fields; the diversity of culture and languages; by the polyphony of conflicts that impels the teacher to understand the meaning and the social place of the school. This reality challenges the teacher to train for the problematization, coping and collective overcoming of challenging situations, among them, that of educating in the context of complexity that manifests itself daily in cyberculture.Este texto es el resultado de una de las investigaciones colaborativas relacionadas con la formación del profesorado, desarrollada en alianza con profesores de Educación Básica que participaron en un proyecto Paraguas, llevado a cabo de 2014 a 2019, por el grupo de investigación que coordinamos, en el ámbito de los programas. cursos de posgrado stricto sensu de universidades de Brasil y Colombia. A partir de la epistemología de la complejidad, pretende reflexionar sobre la formación del profesorado para trabajar en el contexto de la cibercultura, consistente en complejidades tecnológicas y lingüísticas, y caracterizada por las multiherramientas que tejen la vida ciudadana de profesores y alumnos. La investigación colaborativa fue adoptada, en este estudio, como una metodología y principio educativo y científico, de calidad política y educativa, y el Análisis Textual Discursivo fue la base para el análisis e interpretación de los datos. Los resultados obtenidos, a partir de una entrevista semiestructurada, realizada entre febrero y mayo de 2019, con seis docentes docentes, que laboran en Educación Superior y / o en Educación Básica, llevan a concluir que la formación docente necesita articular las vertientes pedagógica, política y cultural para la enseñanza en una rutina escolar marcada por las incertidumbres y los conflictos que se dan en los campos social, científico y tecnológico; la diversidad de culturas e idiomas; por la polifonía de conflictos que impulsa al docente a comprender el significado y el lugar social de la escuela. Esta realidad reta al docente a formarse para la problematización, afrontamiento y superación colectiva de situaciones desafiantes, entre ellas, la de educar en el contexto de complejidad que se manifiesta a diario en la cibercultura.Este texto resulta de pesquisas e estudos, numa perspectiva relacional e colaborativa, realizados, no período de 2014 a 2019, no âmbito de programas de pós-graduação stricto sensu de universidades do Brasil e da Colômbia. Fundamentado pela epistemologia da complexidade, tem por objetivo refletir sobre a formação de professores para atuarem no contexto da cibercultura, constituído de complexidades tecnológicas e linguísticas, e caracterizado pelos multiletramentos que tecem a vida cidadã de professores e alunos. A pesquisa colaborativa foi adotada, nesta pesquisa, como metodologia e princípio educativo e científico, de qualidade político-educativa, e a Análise Textual Discursiva fundamentou a análise e interpretação de dados. Os resultados obtidos, a partir de entrevista semiestruturada com seis professores formadores, atuantes no ensino superior e/ ou na Educação básica, conduzem à conclusão de que a formação de professores precisa articular as dimensões pedagógica, política e cultural para um fazer docente em um cotidiano escolar marcado por incertezas e conflitos que se processam no campo social, da ciência e da tecnologia; pelas diversidades de cultura e de linguagens; pela polifonia dos conflitos que impele o professor a compreender o significado e o lugar social da escola. Essa realidade desafiam o professor a formar-se para a problematização, o enfrentamento e a superação coletiva de situações desafiadoras, dentre elas, a de educar no contexto de complexidade que se manifesta cotidianamente na cibercultura.Universidade Estadual de Maringá2020-09-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5287010.4025/actascieduc.v42i1.52870Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e52870Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e528702178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870/751375150738https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870/751375150867Copyright (c) 2020 Acta Scientiarum. Educationhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Obdália Santana FerrazRodríguez Jerez, Sergio Alejandro 2020-11-16T19:00:52Zoai:periodicos.uem.br/ojs:article/52870Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2020-11-16T19:00:52Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Research in education in cyberculture: teacher training for / in complexity
Investigación en educación cibercultural: formación docente para / en complejidad
Pesquisa em educação na cibercultura: formação docente para a/na complexidade
title Research in education in cyberculture: teacher training for / in complexity
spellingShingle Research in education in cyberculture: teacher training for / in complexity
Silva, Obdália Santana Ferraz
digital culture; teacher training; epistemology of complexity; collaborative research.
cultura digital; formación docente; epistemología de la complejidad; investigación colaborativa.
cultura digital; formação de professor; epistemologia da complexidade. pesquisa colaborativa.
title_short Research in education in cyberculture: teacher training for / in complexity
title_full Research in education in cyberculture: teacher training for / in complexity
title_fullStr Research in education in cyberculture: teacher training for / in complexity
title_full_unstemmed Research in education in cyberculture: teacher training for / in complexity
title_sort Research in education in cyberculture: teacher training for / in complexity
author Silva, Obdália Santana Ferraz
author_facet Silva, Obdália Santana Ferraz
Rodríguez Jerez, Sergio Alejandro
author_role author
author2 Rodríguez Jerez, Sergio Alejandro
author2_role author
dc.contributor.author.fl_str_mv Silva, Obdália Santana Ferraz
Rodríguez Jerez, Sergio Alejandro
dc.subject.por.fl_str_mv digital culture; teacher training; epistemology of complexity; collaborative research.
cultura digital; formación docente; epistemología de la complejidad; investigación colaborativa.
cultura digital; formação de professor; epistemologia da complexidade. pesquisa colaborativa.
topic digital culture; teacher training; epistemology of complexity; collaborative research.
cultura digital; formación docente; epistemología de la complejidad; investigación colaborativa.
cultura digital; formação de professor; epistemologia da complexidade. pesquisa colaborativa.
description This text is the result of one of the collaborative researches, related to teacher training, developed in partnership with Basic Education teachers who participated in an Umbrella project, carried out in the period from 2014 to 2019, by the research group that we coordinate, within the scope of programs stricto sensu graduate courses from universities in Brazil and Colombia. Based on the epistemology of complexity, it aims to reflect on the training of teachers to work in the context of cyberculture, consisting of technological and linguistic complexities, and characterized by the multiliteracies that weave the citizen life of teachers and students. Collaborative research was adopted, in this study, as an educational and scientific methodology and principle, of political-educational quality, and Discursive Textual Analysis was the basis for the analysis and interpretation of data. The results obtained, from a semi-structured interview, carried out between February and May 2019, with six teacher educators, working in Higher Education and / or in Basic Education, lead to the conclusion that teacher training needs to articulate the pedagogical, political and cultural for teaching in a school routine marked by uncertainties and conflicts that take place in the social, science and technology fields; the diversity of culture and languages; by the polyphony of conflicts that impels the teacher to understand the meaning and the social place of the school. This reality challenges the teacher to train for the problematization, coping and collective overcoming of challenging situations, among them, that of educating in the context of complexity that manifests itself daily in cyberculture.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870
10.4025/actascieduc.v42i1.52870
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870
identifier_str_mv 10.4025/actascieduc.v42i1.52870
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870/751375150738
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52870/751375150867
dc.rights.driver.fl_str_mv Copyright (c) 2020 Acta Scientiarum. Education
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Acta Scientiarum. Education
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e52870
Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e52870
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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