Resumen

RIBEIRO, Mayra Rodrigues Fernandes  y  SANTOS, Edméa Oliveira dos. CYBERAUTHORCITIZEN: CONTRIBUTION TO THINK-DO THE TEACHER AND STUDENT EDUCATION IN CYBERCULTURE. e-Curriculum [online]. 2018, vol.16, n.2, pp.565-597. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i2p565-597.

This article is part of the education-research developed in the context of a PhD program in Education. The purpose is to present the epistemological and methodological weavings involved in presential and online teaching in superior education, which, unleashed from meanings and in acts, enabled the construction of the idea of cyberauthorcitizen. We were inspired by the presuppositions of the multireferential perspective intercrossing the daily knowledge in the cultural context of cyberculture. This epistemological option takes us to a plural perception of the formative processes of which we are subjects/authors/practitioners. The central issue in this education-research in cyberculture in the present study is how the creation of curriculum acts using digital technologies in multireferential learning spaces can enhance teacher and student educational practices in the pedagogy program at a public university at Rio Grande do Norte - XX - in the context of cyberculture. The research was devolved in the pedagogy program at a public university at Rio Grande do Norte - XX -, in the subjects of Didactics and Supervised Internship I. As result, we present that the formative ambiences created in the curriculum acts in presential and online teaching point out perspectives that meet a teacher and student formation of the cyberauthorcitizen, a posture under development that is built in the relation city/cyberspace, in spaces/times of plural learning, referenced in the experiences weaved in this contexts.

Palabras clave : Curriculum acts; education; cyberculture; cyberauthorcitizen.

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