Resumo

JESUS, Rosana Sales de  e  AMARAL, Mirian Maia do. TEACHING CONVERSATIONS ON WHATSAPP FORGING MULTIREFERENTIAL LEARNING AND TEACHING AUTHORSHIP. Revista Teias [online]. 2021, vol.22, n.65, pp.188-204.  Epub 26-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.%y.52666.

This article, the byproduct of a master's research, which held at a public school in the municipal network of Rio de Janeiro, aims to understand how conversations woven on WhatsApp by teachers of basic education, can contribute. for the formative and authorial process of teachers of basic education. In this attempt, we dialogue with the approaches of Alves (2008); Andrade, Caldas and Alves (2019); Certeau (2013); Santaella (2013); Santos, (2005, 2014, 2019); Silva (2003, 2014), among others. The methodology were inscribed in the bricolage of principles of multi-referentiality with everyday life in cyberculture, which allowed us to engender acts of curriculum that made conversations emerge that forged processes of self, hetero and echo and trans (formation), materialized in different learning and authorship. Thus, we conclude that the use of the application can mediate connections between teachers, beyond social use, establishing itself as a space for teaching, learning and training in cyberculture.

Palavras-chave : cyberculture; multi-referentiality; daily; whatsapp messenger.

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