A formação de professores na sociedade hiperconectada: alternativas emergentes para a internacionalização e apropriação de tecnologias digitais na educação

Abstract

During the Covid-19 pandemic, it was possible to observe a significant increase in the number of groups in social media, events and lives in order to contribute to the training of teachers who were now passing, to have the challenge of developing teaching and learning processes no longer in the physical, geographical space of the classroom, but in the spaces of networked digital technologies. In this context, the research I present deals with internationalization and problematized teachers training based on the interaction involving teachers and researchers from Brazil and Portugal, which occurs in two Facebook groups. These groups seek to support participants for the use of different networked DT in their pedagogical practices. In order to understand how internationalization and teachers training for the appropriation of digital technologies occurs, in Facebook groups formed by / for teachers, this qualitative research, of the exploratory and descriptive type, is developed using the bibliographic research method and the cartographic method of research-intervention. The data produced and analyzed, from the register in notebooks, questionnaires and interviews, suggests that the investigated groups were configured as collaborative environments for exchanging information and sharing doubts and experiences, which emerged from the needs and experiences of the participants. At first, linked to the perspective of the use of TD, as a tool, support, resource, being the teacher and the students users. This understanding gradually had moved towards the appropriation of these technologies, while intelligence technologies that enable teachers and students to also be producers, empowering them. With regard to internationalization, it is possible to perceive, through group interactions, the presence of international cooperation practices. However, it is necessary to expand discussions with teachers regarding the distinction between globalization and internationalization. During this process, we identified the power of these groups to contribute to internationalization at home practices and to the appropriation of digital technologies. Thus, the results point to the need to rethink current teacher training models, especially continuing education, based on the practices that are developed in both groups, considering the educational needs of the hyperconnected society.