Introduction

This article, an excerpt from doctoral research completed in 2018, in the Graduate Program in Education, at the Catholic University Dom Bosco, with a research project approved by the Ethics Committee, on the Brazil platform on 09/08/2016 (protocol nº 57899616.9.0000.5162), aims to analyze the implications of training with/for technologies in the practice of teachers, through their narratives. The technology in question is Scratch, a programming language developed by the Lifelong Kindergarten Group, of the Massachusetts Institute of Technology - Media Lab, available for free and which allows the creation of interactive stories, animations, games, music, and art.

The continued training of teachers discussed here took place from May to December 2016, with a group of 30 Teachers of Educational Technologies and Media Resources (Progetec's), from the Educational Technology Center (NTE - Regional), linked to the State Secretariat of Education. Education of Mato Grosso do Sul (SED).

The NTE-Regional, the nucleus responsible for the dissemination of the use of technologies and media in the jurisdiction schools and for the continuous training of teachers linked to them, is located in Campo Grande - MS and serves public elementary and high schools, dividing into 24 schools and 06 extensions, distributed in 10 municipalities surrounding the capital. Among these schools, 17 are urban (one of them serving full-time) and 13 rural (one of them serving full-time), one is quilombola and the other is an indigenous school.

In this context of diversity, the teacher training entitled 'Programming and Learning with Scratch' had two face-to-face meetings (workshop to introduce Scratch in NTE Seminar) and also eight months of mediation of online training held in a Facebook group created for this purpose.

The methodology adopted was research-training, a kind of action research that makes it possible to carry out the planning, execution, and analysis of training, as well as taking into account the study of all aspects of training: its design, contexts and developments, the subjects involved, their histories, identities, subjectivities and reflections, and pedagogical practice, its implications, advances, and possibilities.

According to ^{Rebolo and Brostolin (2015}), research-training involves subjects in a dynamic in which, when participating in the formative process, teachers investigate the elements that emerge and focus on them, through a reflective exercise.

Thus, research-training is formative and investigative, because at the same time that it generates data, it already analyzes and submits them to the group and, in this way, the reflections and questions that arise are adjusted throughout the work and not only in the end of it [...] (^{Rebolo & Brostolin, 2015}, p. 2)¹.

For ^{Diniz-Pereira and Zeichner (2011}, p. 12), action research has as its main characteristics "[...] its participatory character, its democratic impulse and its contribution to the social sciences and the transformation of society simultaneously".

In the cut that we made for the writing of this article, we chose to select an activity carried out with the research actors. The criteria established for the choice of participants were: teachers / Progetec's of basic education, from different areas (Visual Arts, Biological Sciences, Physical Education, Philosophy, Geography, History, Letters, Mathematics, Pedagogy and Chemistry) who had participated in the discussions at activities in which we use the open space meeting methodology (Open Space Technology - OST).

Among the activities developed during this stage of training, we highlight the dynamics of narrative production through the methodology of meeting in OST, organized in three themes, in which teachers / Progetec's were provoked to organize themselves in groups and through interactions and dialogues, produce materials mediated by digital technologies (animations, games, videos, audios) and digital narratives about the following themes: 1) Appropriation and Production with Scratch; 2) Translations and Reassignments of projects with Scratch; 3) Reflection and Dialogue: What continuities and discontinuities can we trace.

For the production of digital narratives, teachers were invited to describe individually and from the group dialogue, about how this training activity implied in their practices and the unfolding of these dynamics in their daily lives. Thus, they were provoked to narrate about: what it was like to learn and teach in the contexts of this formation, considering their daily lives, contents, interactions and participations; as well as about its unfolding in its practices?

The production of the narratives was voluntary and not mandatory, respecting the freedom to choose whether or not to participate in activities, as part of the methodology of our research. Of the 30 participants in the training, all produced narratives, although not on all the themes of the activity.

The digital narratives produced from the activities developed in the training, which had the theme ‘Reflection and Dialogue: What continuities and discontinuities can we trace?’, Were analyzed in this article and had the participation of 11 teachers / Progetec’s.

Understanding that each research actor is unique and special and had particular value and place in its construction and meeting the requirements of preserved identities, we use names of Brazilian precious stones to identify each one.

The article follows the following organization: in the first moment, we present concepts about narratives in order to justify their use in the development of the research; then, we bring the word cloud produced by Iramutec and the narratives produced by the teachers, choosing to intertwine the theory and data in the same session, from a perspective of a post-critical methodology; and, finally, we make some considerations that are not final, but contextual and shifting.

Narrating stories of oneself in the context of continuing teacher education

The exercise of narrating stories and experiences lived in the context of formation is a practice that, according to ^{Josso (2007}), allows us to learn more from us, from the other, reinvent and transform from a perspective of personal, cultural, and professional development. The forms and meanings revealed in the narratives express the singular existentialism and, in the perspective of collaborative work, also plural, creative and inventive in thinking about acting, living, and working together.

^{Josso (2007}) deals with the subject of the transformation of the self from the narration of life stories and presents the continued formation as a potentializing of creative and inventive ways of thinking based on multiple expressions and meanings of singular-plural existentialism.

This is how our fragments of individual and collective memory are transformed into resources, into fertilizers, into inspiration so that our imagination of ourselves can invent this indispensable continuity between the present and the future, thanks to a retrospective look at ourselves (^{Josso, 2007}, p. 435)².

We use narratives in research as an instrument of data production, understanding that the exercise of accessing memories to remember previous trajectories and experiences helps us to compose our subjectivity and organize knowledge while enhancing learning and (re) meaning of knowledges.

We seek to make, based on the narratives of everyday life, as ^{Alves (2010}, p. 1) provokes, “[...] an analysis of the subjective processes of memory, as well as of the multiple relations between memory, narrative and identity”.

In this sense, we were equally interested in the reports of the experiences lived by each teacher, in the emergence of their memories, in the connection of these memories with the new knowledge, like the processes of materialization of knowledge in the practice of each one, I understand the exercise of narrating as a way of learning, teaching, organizing knowledge and (re) building their identities and subjectivities.

According to Larrosa ^{Bondía (2004}, p. 12) "[...], the human being is a being who interprets and, for this self-interpretation, fundamentally uses narrative forms". In this sense, the narrative is understood as an exercise of accessing memory to understand and (re) signify it through and from discourse, from words, feelings, emotions.

We consider narrative reports as instruments that enhance internal and external changes and transformation. According to ^{Carmela and Haguenauer (2012}),

The narrative, which for so long blossomed in an artisan medium - in the countryside, at sea and in the city - is itself, in a sense, an artisanal form of communication. She is not interested in transmitting the ‘pure itself’ of the narrated thing as information or a report. She immerses the thing in the narrator's life and then takes it away from him. Thus the narrator's imprint is imprinted in the narrative, like the potter's hand in the clay of the vase (Benjamin, 1994, p. 205 apud ^{Carmela & Haguenauer, 2012}, p. 57, emphasis added)⁷.

When analyzing the lived experience of each one, their looks inside, with eyes of seeing and feeling, of criticizing and moving towards different possibilities, the production of narratives seems to us to be an important strategy in the continuing education of teachers with and for technologies.

That 'artisanal form of creation', mentioned by Benjamin, seems to have become a virtual laboratory for unrestricted narrative experimentation, that is, there is not only the traveling narrator who reviews his experiences, or the one who has the gift of reporting his daily experiences , all are configured as potential narrators, and the receiver is also a co-creator, pointing to the possibility of the emergence of the symbols of the current society. (^{Carmela & Haguenauer, 2012}, p. 64, emphasis added)⁸.

Technologies enable the creative exercise of narrating in media, flexible, dialogical contexts, often crossing different technological devices, in a dynamic that the authors call “[...] a virtual laboratory for unrestricted narrative experimentation” (^{Carmela & Haguenauer, 2012}, p. 64). We understand that the mediation space democratically established in the Facebook group and the resulting interactions, including in other social networks, made this experimentation possible.

In this perspective, everyone is a potential narrator and the receiver participates in the narrative process as a co-creator as well. The virtual media that enable this interaction are constantly changing and adapting, taking the discursive process of the narratives, too, to a frequent adaptation.

Dialogue is, therefore, the indispensable path, says Jaspers, not only on the issues vital to our political ordering, but in every sense of our being. Only by virtue of belief, however, does dialogue stimulate and signify: by belief in man and his possibilities, by the belief that I only become myself when others also become themselves (^{Freire, 1975}, p. 108)⁹.

By recognizing the potential for equality between people, present in conditions of equal circumstances, in situations of being us, with all the emancipatory growth that this dynamic allows, without considering each other superior or inferior, we create conditions of reciprocity and we start to build a world that is ours, of inclusion, of dialogue, of sharing, a world made by 'us' and not by 'selves' (^{Costa, 2017}), a world where teachers and professors, pupils and students can, mediated by TDIC, become more human, more autonomous and more democratic. Narratives enable us to achieve the desired awareness and creative exercise of leading our stories, in the reflective exercise underlying the act of narrating.

In this sense, self-narration is considered here as a possibility of emancipation, rupture, learning, and transformation. To assist us in the study of the narratives produced in the context of training, we treat the data through the qualitative analysis interface Iramuteq, specifically in the production of the word cloud, as we present below.

Word Cloud and Narratives: Some Interlacing

According to studies by ^{Paula, Viali, and Lima (2017}), the use of software as a resource for data processing in qualitative research has become a possibility in the humanities, particularly in the field of education.

^{Stake (2011}) argues that there is a tension field regarding the decision to use analysis software in qualitative research considering its subjective and personal character. The contributions of these studies are being noticed, slowly, although not without resistance. In this case, the option to use the software did not dispense with careful and careful systematization, as a prerequisite for its use.

We chose to use an interface available for qualitative research in Humanities, Iramuteq (Interface for R pour les Multidimensional Analyzes de Textes et de Questionnaires), originally developed in French by Pierre Ratinaud, and which has a translation into several languages, including Portuguese.

Iramutec, with its multiple functionalities, enabled us to choose one of them, the word cloud, which we believe to have added to the organization of the narratives produced during the training.

With a focus on textual analysis, based on the expression of thought transcribed through digital narratives, produced in the context of continuing teacher education, we seek to identify the opinions, thoughts, and beliefs of teachers / Progetec on: the implications of teacher training with/for technologies in teaching practices, considering their contexts, contents, interactions, and participation.

We understand the challenge of having subjective data and working with it. However, we believe, as ^{Cope (2014}), that one of the challenges for the qualitative researcher is to consider the subjectivity of the data produced, within the large textual volume of some researches, which presumes greater methodological rigor in the organization, systematization, and study of the data. research findings.

We agree with ^{Deleuze (2012}), when he affirms that the subject defines himself from a flow, as a movement, with the purpose and with the consequence of developing himself: “What develops is subject. There is the only content that can be given to the idea of subjectivity: mediation, transcendence” (Deleuze, 2012, p. 76).

In the exercise of seeking to see this movement of mediation and transcendence in the process of building subjectivity of teachers / Progetec’s, we present the word cloud from their narratives.

To generate a text in a format compatible with the criteria of Iramuteq, we gathered the narratives of 11 Progetec’s. The texts were compiled into a single file and resulted in a word cloud in which the five most recurring were: student (55 times), teacher (44 times), school (27 times), technology (26 times), and year (22 times).

From this text, pronouns, numerals, articles were filtered, among others that did not present themselves as important textual elements for the understanding of the narratives.

The analyzes were previously made by the authors, considering the excerpts in their entirety and complexity, taking into account the contexts and the moments of each person's experience in continuing education.

In Figure 1, Word Cloud - Narratives about: Reflection and Dialogue: What continuities and discontinuities can we trace? we highlight the recurring words and excerpts from the narratives in which they were mentioned and we seek to trace nuclei of meaning to, from there, understand the connections with the text and the meaning that was intended to be expressed in these narratives.

Figure 1 Word Cloud - Narratives about: Reflection and Dialogue: What continuities and discontinuities can we trace? 

We seek to bring this analysis closer to the context of Progetec's activities and the relations with teaching practice, more specifically to issues pertinent to the appropriation of technologies, as devices to think about the process of developing oneself through continuous training. mediated by technologies.

As in this article the focus is to analyze the narratives focused on the implications of teacher training in practice of teachers, we chose to focus on two themes, the most recurring according to the word cloud: the teacher and the student, not as dichotomous, hierarchical, but under a perspective of collaboration, partnership, and sum, sometimes mixing, sometimes complementing, sometimes confusing.

Some narratives: teachers and students in webs of relationships.

With a focus on the narratives of the 11 participating teachers, we saw signs that indicated the possibility of sharing and collaboration, of change that was being built collectively from the experiences of/in training and we tried to understand if these indicators signaled forms of continuities and ruptures related to the practice these teachers and/or signaled other ways of thinking and doing education.

At first the projects in Scratch caused a certain anguish to those involved in my school, but with the passage of time and the creations taking shape, everyone started to appreciate the works. We made exchanges throughout the process, between the NTE, with Progetec’s from other schools, and within the school itself. These exchanges made it possible for everyone involved to learn, significant changes (professor / Progetec Rosa do Deserto, 2016)¹⁰.

The construction of teaching and learning activities based on the Scratch programming language provided relevant exchanges of knowledge between teachers and students, who went along a path together, in a dynamic process of appropriation and production of knowledge (professor / Progetec Pencil Lazuli, 2016)¹¹.

In this sense, we can articulate sharing and collaboration, mediation, which, based on the writings of ^{Guazzelli (2015}, p. 57), who, when dealing with mediations between teacher x student x object, defends that the responsibility of the teacher “[...] is to mediate the student, the computer, the network, and the media, democratically managing the complex network provided by telecommunications, researching [...] problematizing with the students, the content that mediates them”.

In a dynamics of appropriation of new technology, we were able to perceive teachers / Progetec elaborating devices that would allow them to overcome the fissures of the initial training process and search for escape lines from a pre-established pattern.

From the perspectives of ^{Deleuze and Guattari (1995}), ^{Cassiano and Furlan (2013}, p. 374) state that the escape lines are:

[...] in essence, rupture movements that promote disruptions and sudden changes that are sometimes imperceptible. These changes undo the self with its established relationships, allowing the experimentation of becoming, even if only momentarily. Escape lines are not overcoded by hard lines or malleable lines. ‘These are very active, unpredictable lines, which in most cases need to be invented, without a model of guidance’¹².

In this sense, escape lines enable teachers to overcome fear and signal spaces for other learning. Their narratives show this movement:

Learning to program is not a very easy task, but it is also not impossible. And what really amazed me was the interest of the participating students in programming. Certainly, difficulties and obstacles were encountered, but through dedication and interest they were all overcome. And during development, I realized that many teachers were ‘curious’ to learn more about the tool (professor / Progetec Hematita, 2016, emphasis added)¹³.

This ‘knowing more about the tool’ is not focused on the technique but the roles of the actors. This perspective is in line with what ^{Valente (1997}) defends about the use of the computer in addition to the computerization of education. He can ‘catalyze and assist the transformation of the school’, taking advantage of the challenges of modernization and modification of class structures and contexts. According to the author, taking advantage of the potential of computational thinking, programming languages, and logical thinking can be more intelligent and transformative than simply using the computer to computerize teaching.

The narratives, too, show us a dynamic of respect for the other, listening to what the other has to say, in contrast to the unique truths. These interactions are significant and lead us to research procedures and strategies that signal flows and movements in thinking and acting.

In these movements, teachers understand that students start to show more interest in participating in the proposal to use the Scratch programming language, including assuming a leading role in the process, participants involved in the development of educational practice, advancing in learning, and involving others.

This type of study made it possible to perceive what it was like to learn and teach in the context of this training, considering the contents, interactions, and participation, allowing us to infer that the training experience with students has advanced, that there have been advances in group involvement.

In the light of the reflections expressed in the narratives, the teachers indicate some ruptures and continuities to their practices with technologies and with making teachers in their daily lives. Statements such as ‘creating new pedagogical strategies’, ‘acceptance of technologies by teachers’ or ‘new methodologies and ways to attract students’, the signal potential for change from training and interactions. Curiosity and interest also appear in the teachers' narratives, expressing the desire to learn more about Scratch, including developing interdisciplinary work.

We perceive cracks and cracks that make it possible to ventilate everyday practices in the school space, using a new language, that of Scratch, to invent and create, based on the action of students, together with teachers, in a participatory and collaborative work relationship in learning and teaching together.

We understand that teachers' movements are not like one-way processes. On the contrary, teachers try to extrapolate the dualities of student-teacher, technical education - critical education, learning - teaching, intertwining experiences, knowledge, and practices.

The burden that technology sometimes carries, together with the need to innovate, creates anguish for some teachers. However,

[...] innovating is not creating from nothing, said Paulo Freire, but having the wisdom to search the old man. Search your practice to think about whether computer science at school is consistent with the dream of creating a quality school for critical citizenship (^{Guazzelli, 2015}, p. 67)¹⁴.

The time factor appeared as something that deserves to be reflected on and problematized in the sense of disfiguring the logic of time/class. According to professor / Progetec Berilo (2016),

[...] the great difficulty, not wanting to be redundant, was the lack of time to work more with students and also with teachers. One class, or even two classes a week to work on Scratch is very little¹⁵.

According to ^{Kenski (1998}, p. 69-70), the teacher “[...] must have time and opportunities to become familiar with the new educational technologies, their possibilities, and limits so that, in practice, he can make conscious choices about the use of the most appropriate forms for teaching”.

Final considerations

When narrating their training experiences, materialized in the pedagogical practice, the teachers were telling their possibilities, which often came up against and bordered by the limitations of their contexts and the efforts to overcome them.

The teachers / Progetec’s narratives were filled with a desire for change. In the recognition of the limitations of their working conditions, but also in the recognition of their incompleteness, the permanent need to teach and learn, in the creative potential of each one. The narratives overflowed with hope for a future in the contradictory relationship between making teachers in contemporary times and the possibilities of realizing a desire for quality education for all.

The programming language Scratch has shown itself, in this sense, as a possibility of change for teachers / Progetec, when used from the context and interest of students and teachers, to promote the problematization of the issues of technology itself, of their limitations, the material reality of schools and the creative potential based on collective work and the context of each group.

It also made possible the contact with other knowledge and important actions for teachers and students of public schools in the interior of the state of Mato Grosso do Sul, to break with a reality full of absences, needs, and scarcity.

What seemed to us to be evident in this reflective exercise, based on the narratives of the teachers / Progetec’s, was that this formative process took place through flows that alternate and feedback. All at the same time, in a kind of tangle of lines, drawing what ^{Deleuze and Guattari (1995}) call rhizomes.

By being part of a properly organized structure with well-defined hierarchies and procedures, the teachers / Progetec’s were able to transgress some precepts such as the alternation of the teacher-student role. We also identified the cracks and cracks in the system, which made it possible to comply with the curriculum, but to dare in practice, adopting new technology for the group, Scratch. As lines of escape, we observe in the narratives, the exercise of revisiting their practices, reviewing ways of doing things, reframing the pedagogical action through overcoming fear, accepting challenges, and collaborative work.

Thus, we believe that continuing education contributed to the reflective exercise of teachers / Progetec’s, in the sense of recognizing themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive practices of ruptures, but also of continuities.