<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000200793</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia da hipermobilidade: formação, movimento, conexões e comunidades integradas]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogy of hypermobility: formation, movement, connections, and communities integrated]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía de la hipermovilidad: formación, movimiento, conexiones y comunidades integrada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Vivian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Rio de Janeiro (IFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>793</fpage>
<lpage>808</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200793&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200793&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200793&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo científico apresenta os resultados da pesquisa de doutorado em Educação, que teve como objetivo explorar a construção de práticas pedagógicas na relação cidade-escola-ciberespaço por professores durante uma pesquisa-formação em cibercultura, possibilitando o desenvolvimento de uma pedagogia da hipermobilidade. A pesquisa foi realizada com professores em formação continuada que atuam na Região Metropolitana do Rio de Janeiro, dentro dos cursos oferecidos pelo Instituto Federal do Rio de Janeiro. A metodologia empregada foi a pesquisa-formação na cibercultura, que combina a prática docente com a pesquisa e envolve a investigação do constructo da pesquisa e o compartilhamento de saberes com praticantes plurais. Dois dispositivos de pesquisa em hipermobilidade foram desenvolvidos durante a experiência de campo, para refletir sobre diferentes contextos de pesquisa e formação, levando à proposta de um conceito de pedagogia da hipermobilidade. Através da investigação emergiram sete noções subsunçoras: a existência problematizadora que modifica o mundo, a educação-mundo, a educação interativa, inventiva e experiencial, a educação em movimento, a educação conectada, a educação personalizada e contextualizada e esperançar um novo mundo. Esses conceitos lançam luz sobre as práticas pedagógicas que professores e pesquisadores precisam considerar para uma pedagogia da hipermobilidade, permitindo experiências em movimento que estejam conectadas e relacionadas às suas comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This scientific article presents the findings of doctoral research in Education, which aimed to explore the creation of pedagogical practices in the city-school-cyberspace relationship by teachers undergoing research-training in cyberculture, enabling the development of a pedagogy of hypermobility. The goal was to enable the development of a hypermobility pedagogy. The research was conducted with professors in continuing education who work in the Metropolitan Region of Rio de Janeiro, within the courses offered by the Federal Institute of Rio de Janeiro. The methodology employed was research-training in cyberculture, which combines teaching practice with research, and involves investigating the research construct and knowledge sharing with plural practitioners. Two research devices on hypermobility were developed during the field experience, to reflect on different research and training contexts, leading to the proposal of a concept of hypermobility pedagogy. Through the investigation, seven subsuming notions emerged: problematizing existence that changes the world; interactive, inventive, and experiential education; education-world; education on the go; connected education; personalized and contextualized education; and hope for a new world. These concepts shed light on the pedagogical practices that teachers and researchers need to consider for a hypermobility pedagogy, allowing for moving experiences that are connected and related to their communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo científico presenta los resultados de la investigación de doctorado en Educación, que tuvo como objetivo explorar la construcción de prácticas pedagógicas en la relación ciudad-escuela-ciberespacio por parte de profesores durante una investigación-formación en cibercultura, posibilitando el desarrollo de una pedagogía de la hipermovilidad. La investigación se realizó con profesores en formación continua que trabajan en la Región Metropolitana de Río de Janeiro, dentro de los cursos ofrecidos por el Instituto Federal de Río de Janeiro. Se empleó una metodología de investigación-formación en cibercultura que combina la práctica docente con una investigación y que implica una investigación del constructo de la investigación y el intercambio de conocimientos con practicantes plurales. Durante la experiencia de campo se desarrollaron dos dispositivos de investigación en hipermovilidad, para reflexionar sobre diferentes contextos de investigación y formación, lo que llevó a la propuesta de un concepto de pedagogía de la hipermovilidad. A través de la investigación surgieron siete nociones subsumidoras: existencia problematizadora que cambia el mundo; educación interactiva, inventiva y experiencial; educación-mundo; educación en movimiento; educación conectada; educación personalizada y contextualizada; y esperanza en un nuevo mundo. Estos conceptos arrojan luz sobre las prácticas pedagógicas que los profesores e investigadores deben considerar para una pedagogía de la hipermovilidad, permitiendo experiencias en movimiento, conectadas y relacionadas con sus comunidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia da hipermobilidade]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-formação na cibercultura]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of hypermobility]]></kwd>
<kwd lng="en"><![CDATA[Research-training in cyberculture]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la hipermovilidad]]></kwd>
<kwd lng="es"><![CDATA[Investigación-formación en cibercultura]]></kwd>
</kwd-group>
</article-meta>
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