Docências engajadas na perspectiva da educação aberta: curadorias digitais e materiais pedagógicos nos processos (trans)formativos na educação básica

Abstract

This qualitative research aims to investigate what relationships emerge in the construction of pedagogical materials by teachers, considering the digital culture and the teaching engaged in the perspective of open education. It is inspired by narrative research (JOSSO, 2007; BRUNER, 2003) and cartography (PASSOS; KASTRUP; ESCÓSSIA, 2009), and was developed in the encounter with concepts and ideas forged in cyberculture (LÉVY, 1999; SANTAELLA, 2007, 2004; SANTOS, 2005; LEMOS, 2004), from the perspective of open education (BRUNO; MATTOS, 2017, 2020; SANTOS, 2011, 2012), in teaching (NÓVOA, 1995, 2017; CUNHA, 2005), in digital culture (BRUNO; COUTO, 2019), in multireferentiality (ARDOINO, 1998, 2005), in philosophy of difference (DELEUZE, 1992, 1998; DELEUZE; GUATTARI, 1995) as a plane of immanence, rhizome and multiplicity. The investigation was developed with five teachers from two private schools that work with project pedagogy, one in Minas Gerais and the other in Rio de Janeiro, who build their pedagogical materials integrating digital technologies. The construction of the data began with the bibliographic survey, deepening the concepts of: Open Education, Open Educational Resources and Digital Curatorship and developed through dialogical conversations, carried out in the online format, with participating teachers who build pedagogical materials, amid digital culture. Three thematic groupings, in the form of emerging categories, were constituted: I) co-authorship in the construction of materials; II) teacher creativity; III) impacts of the pandemic on teaching. The data showed that: the construction of pedagogical materials carried out by teachers through digital technological supports enhances more engaged teaching; the teachers' experience in digital culture can interfere in the choices and construction of pedagogical materials; and, integrated with the perspective of open education, the construction of digital curatorships can foster organization, access, articulation, sharing of teachers' interactive constructs. It was noticed that the teachers, when building their own materials, even if unintentionally, develop the perspective of open education and resignify their conceptions about education as authorial and co-authorial actions, making explicit the power of their self-esteem and empowerment - in the Freirean sense. Regarding school management, the data constructed assumed this role as an important part in the promotion of this teacherauthor, who encourages/values the actions of his/her team and resignifies his/her place and role as a trainer and partner. Open education instigates important changes related to access, co-authorship and engagement and, in this direction, this thesis has created possibilities to rethink and co-create engaged teachers. Finally, POMAR (Multiple Open and Rhizomatic Online Pathways) "Building materials in times of open education" stands out as a digital curatorship that can inspire and transform teaching and learning relationships, situating authorship in partnership, in sharing, as other paths for engaged teaching.