(Trans)formação de professores em acoplamento com as tecnologias digitais

Abstract

This master’s thesis presents a narrative of an investigation developed with the purpose of understanding and explaining the transformations that took place – and may keep on happening – to teachers who took part in a study group about restructuring high school. The context of this restructuring process was related to the insertion of digital technologies in the school, which was proposed as an area of coexistence of teachers under an in-service development and education program and in which structural and technological couplings could take place. It was developed with its basis on the projects “Human development of educators in digital culture: the insertion of educational laptops in school” and “Movements pointing to the transformation of teachers and students coexisting in the context of digital insertion” (MOVICON). These projects are part of the research line for Education, Language and Technology in the Graduate Program – Master’s in Education at the University of Caxias do Sul. While carrying out the study and mapping the research, we sought for explanations which questioned “how we can develop while acting as teachers in an ongoing education and development process in coexisting and coupling with the other and with digital technologies?” For theoretical paths to support the research, we have chosen the concepts of autopoiesis, coexistence and coupling from Maturana and Varela’s Biology of Knowledge (1993, 1996, 1997, 2000, 2001, and 2006), and their unfolding by Pellanda (2009 and 2010), Axt and Maraschin (2005), Barcelos and Schlichting (2006 and 2008). We discussed matters related to education, society, technology, and digital culture in the contemporary world, supported on studies carried out by Lévy (1999), Lemos (2003 and 2009), Castells and Cardoso (2006), with a main focus on the emergency of cyberspace and the reconfiguration of the relations between the subjects starting at deterritorialization, the changes in time-space relations, and the increase of communication with world interconnection/connectivity. We understand that the importance of this study relies on the possibility of explaining, from coexistence based on mutual respect and understanding the other as legitimate other and their areas of action, transformations in the teachers’ way of operating, considering that they are noticed as social, relational, economical changes from the insertion of digital technologies in everyday life and in school contexts. Methodological outline that was chosen is aligned with the theoretical paths travelled and is inspired in some movements of the mapping method, proposed and described in the studies of Kastrup (2007, 2009, 2013), Passos (2009, 2013), Escóssia (2009), and Tedesco (2009, 2013): tracking, touching, landing, and attentive recognition. The decision for this methodological path is connected to the understanding that we have about the phenomenon being studied as something dynamic and ongoing, constituted by our living, and the living of the teachers in development. The construction of explanations for the corpus was based on observations, narrations, and conversations. The explanations were organized based on the registers in the researcher’s journal and which were generated from interviews performed with five teachers who accepted the invitation for coexistence and studies in the group “High school: realities, technology, possibilities and (re)constructions. Among the transformations mapped and the processes experienced, we point out four marks and markers, which when co-related with each other, emerged along the study: Transformation (recognizing the process lived, changes in the contemporary and the teacher’s role); Emotion (satisfaction, disappointment, abandonment, and respect); Cooperation/Collaboration (movements of shared action, contribution, collaboration and efforts to achieve common goals); and Subjectivity (understanding of the constitution of the subject in the observation, explanation and coexistence with the other and with the environment). So a few aspects that we understand as fields for future mapping: rethinking and reorganizing spaces, times, school curriculum seeking for total and contemporary education, in which the subjects may transform and be able to think and act in a responsible and autonomous life, favoring the emergence of a free future.