MULTIREFERENTIAL PRACTICES OF ONLINE EDUCATION: EXPRESSIONS OF A RESEARCH

Abstract

Through the experiences in inter-institutional research "Cyberculture in the age of social networking and mobility: new possibilities for teacher training" in the Graduate Program in Education, State University of Rio de Janeiro, Brazil (Proped-UERJ) we suggest a look at the research practitioners, in their plural formation, inhabiting the various multireferential formative spaces. Therefore, the aim of this paper is to present how the practices of online education enhance the interconnection of knowledge, learning and narratives in these formative spaces. To enunciate such practices we used, apart from the studies on multireferential and everyday situations approaches (Ardoino, Alves Macedo and Santos), studies of cyberculture (Lemos, Santaella, Santos, Silva) and online education (Santos, Silva). By analyzing traces of itinerancies and narratives of practitioners, we come to the following findings: (a) It is possible to methodologically create other possibilities, other methods of doing research in education that enable the materiality of teachers’ authorship, articulating school, city, cyberspace. (b) We will need to rethink the curriculum in this time of cyberculture and new communication potentialities. (c) We will need to discuss in the various educational networks about how to study beyond technologies, entering the social life structured by them in order to understand how everyday practitioners produce their own knowledge and sociotechnical culture.

Keywords: Online Education; Cyberculture; Research-formation; Everyday situations.

DOI: http://dx.doi.org/10.14244/19827199715