Resumen

MARTINS, Vivian. Pedagogy of hypermobility: formation, movement, connections, and communities integrated. Rev. Diálogo Educ. [online]. 2023, vol.23, n.77, pp.793-808.  Epub 15-Ago-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.077.ds09.

This scientific article presents the findings of doctoral research in Education, which aimed to explore the creation of pedagogical practices in the city-school-cyberspace relationship by teachers undergoing research-training in cyberculture, enabling the development of a pedagogy of hypermobility. The goal was to enable the development of a hypermobility pedagogy. The research was conducted with professors in continuing education who work in the Metropolitan Region of Rio de Janeiro, within the courses offered by the Federal Institute of Rio de Janeiro. The methodology employed was research-training in cyberculture, which combines teaching practice with research, and involves investigating the research construct and knowledge sharing with plural practitioners. Two research devices on hypermobility were developed during the field experience, to reflect on different research and training contexts, leading to the proposal of a concept of hypermobility pedagogy. Through the investigation, seven subsuming notions emerged: problematizing existence that changes the world; interactive, inventive, and experiential education; education-world; education on the go; connected education; personalized and contextualized education; and hope for a new world. These concepts shed light on the pedagogical practices that teachers and researchers need to consider for a hypermobility pedagogy, allowing for moving experiences that are connected and related to their communities.

Palabras clave : Education; Pedagogy; Pedagogy of hypermobility; Research-training in cyberculture.

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