Ontology of the present of being a teacher and cyberformationin university teaching

Abstract

The study/research presents the results of a thesis that is justified by the search for understanding how the subjectivation of the teacher takes place and what processes of cyberformation and modes of subjectivation emerge in contemporary university teaching even in the face of the appeals of cyberculture, contemporary culture mediated by networked technologies and their implications for everyday processes of communication, creation and dissemination of knowledge. The aim of the research is to understand what discursive practices constitute being a teacher and what cyberformation processes result from university teaching that can emancipate subjects in contemporary times. Qualitative, multi-referential and articulated with the methodology of conversation, the research has an archaeogenealogical approach and seeks to create an ontology of the present of being a teacher. The data produced and analyzed in online conversations with twenty-nine teachers working in higher education in licentiate courses on four continents, America, Africa, Europe and Asia, constituted three Categorical Units of Analysis of teachers' discursive practices: virtuality, intersubjectivity and cyberformacivity. Intertwined with the research's theoretical framework, namely Agamben, Ardoino, Arendt, Bruno, Deleuze, Freire, Foucault, Han, Hooks, Lemos, Lévy, Moraes, Morozov, Najmanovich, Nietzsche, Nóvoa, O’Neil, Santaella, Santos Silva, Silva, Vieira Neto e Zuboff, the data revealed clues, pointing to how, in university teaching, being a teacher and the processes of cyberformation can promote principles that foster emancipation and critical technological awareness in subjects.