FORMATIVE ENVIRONMENTS AS SPACES AND TIMES OF AUTHORSHIP IN HIGHER EDUCATION

• Autor(a) principal: DOS SANTOS, ROSEMARY
• Data de Publicação: 2020
• Outros Autores: MAIA DO AMARAL, MIRIAN
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/38075
• topic: Ambiências formativas; atos de currículo; autorias; redes de aprendizagem híbridas; Formative environments; curriculum acts; authorship; hybrid learning networks; Entornos formativos; actos curriculares; autorías; redes híbridas de aprendizaje

This article is an excerpt from a doctoral research, held at UERJ, a public higher educationinstitution located in Rio de Janeiro, which aimed to understand how the trainer is formed in the contextof cyberculture. In it, the authors aim to discuss the role of authoring formative environments in highereducation. Instigating questions, such as: is it possible to think of formation in spaces other than thoseof the university? what is the relevance and impacts of cyberculture on ways of learning? how is theprocess of teacher education developed? What formative trajectories constitute university teaching? andwhich educational strategies and practices, promoted and mediated in the city and cyberspace interface,favor the emergence of authorship? they are brought to the debate, supported by reflections, argumentsand positions about teacher education. Understanding methodological bricolage as an open path to multireferential epistemological practice (Ardoino, 1998; Macedo (2012; Kincheloe, 2007), they’re anchoredin the research approach with everyday life (Alves, 2008; Certeau, 2018; Andrade, Caldas e Alves, 2019),and dialogues with research-formation (Josso, 2004; Santos, 2019), with the support of different researchdevices that legitimize experience and event as structuring elements of this process. The authors concludethat, in these environments, formation reveals itself as a social experience, political, academic andaffective, based on curriculum acts that foster discussions and critical actions, in a network, giving rise toseveral authorship.