<?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>S1981-416x2018000100036</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.056.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação on-line como dispositivo de pesquisa-formação na cibercultura]]></article-title>
<article-title xml:lang="en"><![CDATA[Online education as education-research device on cyberculture]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación en línea como dispositivo de investigación-formación en la cibercultura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Edméa Oliveira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Mayra Rodrigues Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rosemary dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Mossoró RN]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>56</numero>
<fpage>36</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000100036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo se insere no contexto dos estudos do Grupo de Pesquisa Docência e Cibercultura - GPDOC/UERJ, no qual optamos por fazer pesquisa inspiradas em epistemologias das práticas, atualizando o método da pesquisa-formação na cibercultura por meio de tessituras metodológicas que se atualizam em cada nova pesquisa. A bricolagem multirreferencial e com os cotidianos possibilita desenvolvermos pesquisas no encontro de narrativas do cotidiano com narrativas acadêmico-científicas que nos aproximam da inteligibilidade das práticas em um processo de autoformação e formação. Objetivamos neste artigo apresentar a criação de dispositivos autorais em ambientes on-line junto com professores formadores da Pós-graduação em Educação da UERJ. Nosso estudo teve como questão central: como pensar e fazer uma relação pedagógica docente/discente favorável à formação autoral na cibercultura? Como resultados percebemos que os dispositivos on-line possibilitaram maior imersão docente e discente nas práticas da cibercultura; ampliaram os processos de mediação, antes restrito às práticas de ensino presenciais, e ainda exercitaram possibilidades de enxergar uma proposta didática que se aproxime da formação do ciberautorcidadão, na qual docentes/discentes se autorizam nas interações sociais/comunicacionais tecidas nas redes da cidadeciberespaços.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is part of the studies promoted by the Teaching and Cyberculture Research Group (GPDOC/UERJ), in which we chose to do research inspired by epistemologies of practices, updating the method of education-research in cyberculture through methodological weavings that get renewed in each new research. The daily and multi-referential bricolage makes it possible to develop researches upon the merge between everyday narratives and academic-scientific narratives, which brings us closer to the intelligibility of practices in a process of self-formation and formation. The objective of this article is to present the creation of authorial devices in online environments along with teachers from the Postgraduate Education in UERJ. The main issue of our study is: how to think and build a pedagogic relation between teacher and student that favors the authorial formation on cyberculture? As for the results, we noticed that the online devices provided greater immersion of teachers and students in the cyberculture practices; besides, they amplified the mediation processes, which were previously restricted to face-to-face teaching practices; they also exercised the possibilities of seeing a didactic proposal that approximates the formation of the cyberauthorcitizen, wherein teachers and students can authorize themselves in the social/communicational interactions woven in the citycyberspaces networks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo se inserta en el contexto de los estudios del Grupo de Investigación Docencia y cibercultura - GPDOC / UERJ en el que optamos por hacer investigaciones inspiradas en epistemologías de las prácticas, actualizando el método de la investigación-formación en la cibercultura por medio de tesis metodológicas que se actualizan en cada nueva investigación. El bricolaje multirreferencial y con los cotidianos posibilita desarrollar investigaciones en el encuentro de narrativas de lo cotidiano con narrativas académico-científicas que nos acercan a la inteligibilidad de las prácticas en un proceso de autoformación y formación. En este artículo, presentamos la creación de dispositivos de autor en entornos online junto con profesores formadores del Postgrado en Educación de la UERJ. Nuestro estudio tuvo como cuestión central: cómo pensar y hacer una relación pedagógica docente / discente favorable a la formación autoral en la cibercultura? Como resultados percibimos que los dispositivos online posibilitaron mayor inmersión docente y discente en las prácticas de la cibercultura; han ampliado los procesos de mediación, antes restringido a las prácticas de enseñanza presenciales, y aún; se ejercitaron posibilidades de ver una propuesta didáctica que se aproxime a la formación del ciberautor ciudadano, en la cual docentes / discentes se autorizan en las interacciones sociales / comunicacionales tejidas en las redes de la ciudadciberespaços.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa-formação na cibercultura]]></kwd>
<kwd lng="pt"><![CDATA[Atos de currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ciberautorcidadão]]></kwd>
<kwd lng="en"><![CDATA[Education-research in cyberculture]]></kwd>
<kwd lng="en"><![CDATA[Curriculum acts]]></kwd>
<kwd lng="en"><![CDATA[Cyberauthorcitizen]]></kwd>
<kwd lng="es"><![CDATA[Investigación-formación en la cibercultura]]></kwd>
<kwd lng="es"><![CDATA[Actos de currículo]]></kwd>
<kwd lng="es"><![CDATA[Ciberautorcidadão]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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