#EntreNÓSnaRede : ontoepistemogênese de educadores(as) na interação com tecnologias digitais.

Abstract

This investigation addressed, with teachers and teachers of basic education, digital technologies as a possibility to enhance the weaving of learning networks, both in the face-to-face and in the digital context. For this, the theoretical assumptions of the complexity paradigm and the concept of ontoepistemogenesis, coined in the research group GAIA (Group of Actions and Autopoietic Investigations), were used to perceive-operate the cognitive-subjective processes that emerged in the research experiments in flow. The research considered that the observed phenomena are processed in a complexity that integrates stochastic disturbances and not ordered instructions. He considered that disturbances in living systems are selected from a self-organizing dynamic and that there is no organism object separation, except from an observational point of view. Thus, the learning phenomena constitute an epistemology of a holistic type, in becoming. In this context of thinking about the learning of teachers in a process of complex continuous training, authors such as Henri Atlan, Humberto Maturana, Francisco Varela, Pierre Lévy, Gilbert Simondon, Edgar Morin, Suely Rolnik, Felix Guattari, Gilles Deleuze, Heinz von Foerster, Nize Pellanda , Virgínia Kastrup founded a theoretical network that potentiated the intertwining of connections between - us - teachers(as)-technologies-school. The participants in this activity were teachers of basic education in public schools in Mossoró (RN). The chosen context was the Municipal Educational Technology Center - NTM. The choice of the Nucleus was related to the fact that it is an organized and accredited space by the Ministry of Education to promote continuing education for teachers and employees of basic education in the public network in the digital education-technology interface. In addition, NTM is a space equipped with several technologies that contributed to collective assemblages in cognitive-subjective actions of technological coupling. The investigative path was organized with an ongoing (self) training course for educators in order to articulate teaching, technology and contexts in a dialogical learning network. The course consisted of workshops and conversation circles. To map and address the empirical emergencies of this qualitative research, we used instruments such as self-narratives (speeches, writings, gestures, images, videos) and logbooks that contributed to cartographies of the ontoepistemogenesis (cognition subjectivation) processes of teachers and teachers in becoming. The research emergencies were treated based on the theoretical markers - complexification by noise (Henri Atlan); interindividual human machine coupling (Gilbert Simondon), referred to in this writing as technological coupling and the process of autopoiesis (Humberto Maturana and Francisco Varela). Between the methodological actions and from the (self) narratives of the teachers, a prototype was built for the invention of a dialogical network of complex learning in the digital environment for teacher interaction, which was developed by students of the master's degree in informatics at the Federal Rural University of the Semi-Arid (UFERSA) under the guidance of Professor Milton Mendes. The network entitled #EntreNÓSnaRede, constitutes an important contribution to the context of education as it is an alternative for teachers to continue interacting, learning, chatting in a continuous network whenever they deem it necessary, even after the period of empiricism of the project developed in the Doctorate. The testing of the network has already started and will continue to happen before and after the academic certification of the doctorate. As a future proposition, we intend that this digital space will become an inventive and innovative network in the academic, social and personal context of the participating teachers, in order to open space for reflection, dialogue and (self) continuing education.