Itinerância autoral docente para criação de materiais didáticos: tensionamentos e potencialidades em tempos de cibercultura.

Abstract

Networked digital technologies have spread through the social fabric like a virus, which infects institutions, collective relationships and the subjects themselves, at the present time. Cyberculture is, therefore, the socio-technical environment in which the most diverse social practices are processed, among them, the educational actions in which students, teachers and school communities are involved. The itinerancy of teachers composes this scenario and, when oriented to the production of teaching materials, establishes a fruitful interface for the structuring of authorial creations linked to the effective exercise of their professional practice. Consequantly, and crossed by the pandemic contingencies arising from the health emergency caused by SARS-CoV-2, the research undertaken sought to understand how the current context of cyberculture tenses and enhances the authorial itinerancy of teachers for the creation of teaching materials. The methodology adopted started from a qualitative approach, having the subjects' profile been defined a priori – high school/secondary school teachers who declared themselves designers of didactic materials. As a result of the articulations promoted within the scope of the Inter-institutional Project “School-World Connection: innovative spaces for citizen training”, access to different school communities was made possible and allowed the researcher to interact directly with several teachers, six of whom effectively joined as subjects in this research. The production of data took place through semi-structured interviews carried out with these teachers who worked in a school in Bahia/Brazil and in two schools in Catalonia/Spain. A descriptive analysis of three teaching materials provided by the participants was also carried out. The process of interpretative intervention with the data was mobilized based on the strategies provided by the Discursive Textual Analysis, which, together with the articulation of the theoretical assumptions summoned to mark out the manifestations of the problem in question, allowed the identification of the incidence of five dimensions of the Itinerancy of Teaching Author two of them (Conceptual Dimension and Technical Dimension) are more closely related to the appropriation of didactic materials in contemporary times and have a transversal profile, and the others (Curatorship Dimension; Creative Production Dimension; Sharing Dimension) are processed in a different non-linear and dynamic way along the authorial itinerancy of teachers being fortified by the collaboration and co-authorship regimes established based on and through digital technologies and by the dynamics of production/fostering of Open Educational Resources (OER); in addition, this itinerancy is also strained, for example, by the new contours that the teaching profession is currently assuming. Finally, it was also identified that the pluralization of learning experiences and of the entire educational process manifested from the conception of "Educations" is also an urgent demand and its service can engender and provide feedback the authorial itinerancies of teachers.