As tecnologias de informação e comunicação e a aprendizagem de educadores no devir da complexidade.

Abstract

I discuss in this dissertation, the process of the transformation of the complexity of elementary school educator, questioning the prospects of acceptance or rejection of technology in their practices. Therefore, I seek to know the movement of self-organization of educators in an autopoietic process as to feel, learn, live, learn in space-time of their everyday teaching. For reference it worked with the ideas of Edgar Morin, Felix Guattari, Humberto Maturana and Francisco Varela, Pierre Lévy, and Sherry Turkle. So then, the methodology consisted of writing the movements themselves, putting me in the context of research. With that I could go scoring and highlighting elements that contributed to an awareness of themselves in order to learn how to plan activities, entering the work with the media in the classroom. The findings point to the fact that working with new technology leverages, among other perspectives, the emergence of more humanistic teaching practices and collective learning, as it acts to stimulate curiosity, research and integration / approximation between people.