Apropriações tecnológicas nas práticas docentes: compreensões propositivas de atos de currículo em rede

Abstract

This thesis is part of discussions about the implications and sociotechnical appropriations of cyberculture in educational contexts. How are networked digital technologies appropriated in teaching practices? How can we seize the opportunities, while recognizing and facing the threats potentialized by these appropriations? In order to answer these questions, the research aimed to purposefully understand the technological appropriations experienced in the teaching practices of the Federal Institute of Education, Science and Technology of Bahia (IFBA) - Campus Jacobina, during the preparation and implementation of remote teaching activities, developed during the period of the COVID-19 pandemic. Starting from an approximation between the concepts of actor-network by Bruno Latour and acts of curriculum by Roberto Sidnei Macedo, I proposed the concepts of acts of curriculum in network, curricular networks and curricular actors-network, as theoretical-methodological devices to support the understanding-action of technological appropriations in teaching practices mediated throughout field studies. In pursuit of this understanding- action, I developed an investigative-intervention process inspired by critical and involved ethnoresearch-formation and cyberresearch-formation. Acting as a researcher, teacher and course coordinator, I was able to interact with educational actors, to understand their ethnomethods, the ways in which they instituted and were instituted by curriculum acts. During this course, I also instituted curriculum acts, involved with the recognition and confrontation of the threats potentiated by the digital technologies in the network. Faced with a global scenario of expansion of the platformization of education and the precariousness of teaching mediated by networked digital technologies, I experienced and defended free and open technological appropriations, inspired by online education, in a multi-referential, inter- critical and inter-implicated way, as counter-hegemonic curriculum acts, aiming to contest and re-signify the policies of meaning and ordering instituted in the different contexts of mediation that involve technological appropriations in teaching practices. I present, as a result of the objectification of this investigative-intervention process, the learnings built from my research, management and teaching experiences. Experiences that are unique, as they occur in a particular and institutionally determined space-time, but which are at the same time global, as they share the same dilemmas and controversies experienced by other actors and educational institutions, in other space-times.