Resumo

SANTOS, ROSEMARY DOS  e  AMARAL, MIRIAN MAIA DO. FORMATIVE ENVIRONMENTS AS SPACES AND TIMES OF AUTHORSHIP IN HIGHER EDUCATION. Educ. rev. [online]. 2020, vol.36, e231041.  Epub 02-Set-2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698231041.

This article is an excerpt from a doctoral research, held at UERJ, a public higher education institution located in Rio de Janeiro, which aimed to understand how the trainer is formed in the context of cyberculture. In it, the authors aim to discuss the role of authoring formative environments in higher education. Instigating questions, such as: is it possible to think of formation in spaces other than those of the university? what is the relevance and impacts of cyberculture on ways of learning? how is the process of teacher education developed? What formative trajectories constitute university teaching? and which 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, arguments and positions about teacher education. Understanding methodological bricolage as an open path to multi-referential epistemological practice (Ardoino, 1998; Macedo (2012; Kincheloe, 2007), they’re anchored in 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 research devices that legitimize experience and event as structuring elements of this process. The authors conclude that, in these environments, formation reveals itself as a social experience, political, academic and affective, based on curriculum acts that foster discussions and critical actions, in a network, giving rise to several authorship.

Palavras-chave : Formative environments; curriculum acts; authorship; hybrid learning networks.

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