Resumo

VIEIRA NETO, Octavio Silvério de Souza  e  BRUNO, Adriana Rocha. Constitution of being a teacher and cyberformation in university teaching: discursive practices and ontology of the present. Educ. Form. [online]. 2023, vol.8, e11232.  Epub 06-Abr-2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v8.e11232.

The article presents preliminary results of an ongoing thesis that aimed to understand the discursive practices that constitute the university teaching self and the resulting processes of cyberformation. Qualitative, multireferential, and articulated with the methodology of conversation, the research has an archaeogenealogical focus and seeks to create an ontology of the present of the teaching self. The data produced/analyzed in online conversations with twenty-nine teachers working in higher education teaching degree courses across four continents, America, Africa, Europe, and Asia, constituted three Categorical Units of Analysis of teaching discursive practices: virtuality, intersubjectivity, and cyberformacivity. Intersected with the theoretical framework of the research, namely Nietzsche, Foucault, Deleuze, Han, Lévy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, the data revealed clues, indicating how, in university teaching, the teaching self and processes of cyberformation can promote emancipation and critical technological awareness to individuals.

Palavras-chave : Teaching Self; Cyberformation; Discursive Practices; Ontology of the Present; University Teaching..

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