Docência podcaster e valor formacional: uma etnopesquisa-formação na cibercultura

Abstract

This thesis falls within the field of curriculum and training studies, moving in/through the arts of contemporary teaching, in the context of cyberculture. Her investigation, under the methodological approach of ethnoresearch-training, is interested, especially, in understanding practices, modes, ways, meanings, intentions and inventive acts that are being forged in the daily educational practices of teachers, considering the multiple amplified learning spaces-times thanks to connected information and communication technologies. Particularly, the study intends to reveal the phenomenon of teaching-podcaster, seeking to understand- through audio-authoring practices in a collaborative environment promoted by an education NGO- the training value of the experience, based on the dynamics of the ethnomethods constituting cybercultural acts of curriculum employed by the subjects-participants in interaction. And to achieve this aim, the thesis- initiallypresents contemporary complexity under the framework of neoliberalism, accentuating the paradigm of the 'attention economy' in which all of us (including the research subjects) are inserted. It then situates the podcast phenomenon as an emerging cultural language and its inspirations in radio, highlighting the power of voice narratives in influencing and public formation. Further on, it problematizes the classic notion of ‘ethnomethods’ to launch the bold move of proposing a conceptual update of the term: ‘netnomethods’. Next, it presents narratives from the field, identifies unique heuristics of the collective, analyzes and produces understandings based on the subjects' experiential processes, creative expressions that alter events and the social and cultural scene of the curriculum in contemporary times. Finally, the thesis seeks to understand the nature of the identity processes of the teaching-podcaster phenomenon, as a cybercultural act of curriculum, highlighting its practices situated as singular curricular authorships.