FORMATIVE ENVIRONMENTS AS SPACES AND TIMES OF AUTHORSHIP IN HIGHER EDUCATION

Abstract

This article is an excerpt from a doctoral research, held at UERJ, a public higher education
institution located in Rio de Janeiro, which aimed to understand how the trainer is formed in the context
of cyberculture. In it, the authors aim to discuss the role of authoring formative environments in higher
education. Instigating questions, such as: is it possible to think of formation in spaces other than those
of the university? what is the relevance and impacts of cyberculture on ways of learning? how is the
process of teacher education developed? What formative trajectories constitute university teaching? and
which educational strategies and practices, promoted and mediated in the city and cyberspace interface,
favor the emergence of authorship? they are brought to the debate, supported by reflections, arguments
and positions about teacher education. Understanding methodological bricolage as an open path to multireferential epistemological practice (Ardoino, 1998; Macedo (2012; Kincheloe, 2007), they’re anchored
in the research approach with everyday life (Alves, 2008; Certeau, 2018; Andrade, Caldas e Alves, 2019),
and dialogues with research-formation (Josso, 2004; Santos, 2019), with the support of different research
devices that legitimize experience and event as structuring elements of this process. The authors conclude
that, in these environments, formation reveals itself as a social experience, political, academic and
affective, based on curriculum acts that foster discussions and critical actions, in a network, giving rise to
several authorship.