Resumo

BACKES, Luciana  e  MANTOVANI, Ana Margô. Teacher training in the context of technological digital hybridity: the process of autonomy. Rev. Diálogo Educ. [online]. 2015, vol.15, n.45, pp.557-576. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.045.DS09.

This paper presents reflections resulting from teacher training processes developed through the construction of metaverses in the context of technological digital hybridity. The aim was to reflect on the process of autonomy, through several studies carried out by the authors. These qualitative pieces of research were conducted at universities, using case study method. The theoretical principals of the biology of knowledge contributes to the understanding of the human being (human) as autonomous and autopoietic beings and allow us to expand these concepts, as well as to advance the understanding of digital technologies (DTs) as virtual digital spaces for coexistence, that is, for the establishment of social networks. These studies were developed based on the experience of living and coexisting of the teachers in training through interaction networks, in which three stages could be found: individual autonomy, autopoiesis and social autonomy. We observed that these three stages relate in a complex way, not a hierarchical or linear one. Individual autonomy, autopoiesis and social autonomy are developed according to the particularities of the group of people who interact, concerns involved and the ontogenetic development of human beings.

Palavras-chave : Metaverses; Technological Digital Hybridity; Process of Autonomy; Teacher Training.

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