<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100224</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e11232</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Constituição do ser docente e ciberformação em docências universitárias: práticas discursivas e ontologia do presente]]></article-title>
<article-title xml:lang="es"><![CDATA[Constitución del ser maestro y ciberformación en la enseñanza universitaria: prácticas discursivas y ontología del presente]]></article-title>
<article-title xml:lang="en"><![CDATA[Constitution of being a teacher and cyberformation in university teaching: discursive practices and ontology of the present]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira Neto]]></surname>
<given-names><![CDATA[Octavio Silvério de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Adriana Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta resultados preliminares de tese em curso que objetivou compreender as práticas discursivas que constituem o ser docente universitário e os processos de ciberformação decorrentes. Qualitativa, multirreferencial e articulada com a metodologia da conversa, a investigação tem um enfoque arqueogenealógico e busca criar uma ontologia do presente do ser docente. Os dados produzidos/analisados em conversas online com vinte e nove professores atuantes no ensino superior em cursos de licenciaturas em quatro continentes, América, África, Europa e Ásia, constituíram três Unidades Categoriais de Análise das práticas discursivas docentes: a virtualidade, a intersubjetividade e a ciberformatividade. Entrecruzados com o referencial teórico da pesquisa, a saber, Nietzsche, Foucault, Deleuze, Han, Lévy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, os dados fizeram emergir pistas, apontando como, nas docências universitárias, o ser docente e processos de ciberformação podem promover emancipação e consciência tecnológica crítica aos sujeitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta los resultados preliminares de tesis en curso que pretende comprender las prácticas discursivas que constituyen el ser maestro universitario y los procesos de ciberformación resultantes. Cualitativa, multirreferencial y articulada con la metodología de la conversación, la investigación tiene un enfoque arqueogenealógico y busca crear una ontología del presente de ser maestro. Los datos producidos/analizados en conversaciones en línea con veintinueve profesores que trabajan en educación superior en cursos de licenciaturas en cuatro continentes, América, África, Europa y Asia, constituyeron tres Unidades Categóricas de Análisis de las prácticas discursivas de los profesores: virtualidad, intersubjetividad y ciberformacividad. Entrelazados con el marco teórico de la investigación, a saber, Nietzsche, Foucault, Deleuze, Han, Lévy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, los datos revelaron pistas, señalando cómo, en la enseñanza universitaria, el ser maestro y los procesos de ciberformación pueden promover la emancipación y la conciencia tecnológica crítica en los sujetos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents preliminary results of an ongoing thesis that aimed to understand the discursive practices that constitute the university teaching self and the resulting processes of cyberformation. Qualitative, multireferential, and articulated with the methodology of conversation, the research has an archaeogenealogical focus and seeks to create an ontology of the present of the teaching self. The data produced/analyzed in online conversations with twenty-nine teachers working in higher education teaching degree courses across four continents, America, Africa, Europe, and Asia, constituted three Categorical Units of Analysis of teaching discursive practices: virtuality, intersubjectivity, and cyberformacivity. Intersected with the theoretical framework of the research, namely Nietzsche, Foucault, Deleuze, Han, Lévy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, the data revealed clues, indicating how, in university teaching, the teaching self and processes of cyberformation can promote emancipation and critical technological awareness to individuals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ser Docente]]></kwd>
<kwd lng="pt"><![CDATA[Ciberformação]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Discursivas]]></kwd>
<kwd lng="pt"><![CDATA[Ontologia do Presente]]></kwd>
<kwd lng="pt"><![CDATA[Docências Universitárias.]]></kwd>
<kwd lng="es"><![CDATA[Ser Maestro]]></kwd>
<kwd lng="es"><![CDATA[Ciberformación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas discursivas]]></kwd>
<kwd lng="es"><![CDATA[Ontología del presente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanzas Universitaria.]]></kwd>
<kwd lng="en"><![CDATA[Teaching Self]]></kwd>
<kwd lng="en"><![CDATA[Cyberformation]]></kwd>
<kwd lng="en"><![CDATA[Discursive Practices]]></kwd>
<kwd lng="en"><![CDATA[Ontology of the Present]]></kwd>
<kwd lng="en"><![CDATA[University Teaching.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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