Cultura digital, conectivismo e comunidade de prática: um estudo na perspectiva do professor

Abstract

The daily routine of contemporary society is entangled by digital technologies and changes related to the construction of the meaning of social activities that can be perceived in practically all spheres, as stated by Barton and Lee (2015), including in the process of learning and teaching. Thus, terminologies such as education 3.0 and digital culture are now widespread, in addition to the approaches on these topics in curricular documents such as the 2018 National Common Curricular Base (BNCC, Base Nacional Comum Curricular) and the UNESCO guidelines (2014). However, the health emergency caused by the pandemic in 2020, with the suspension of face-to-face school activities, caused a high demand for the pedagogical use of digital information and communication technologies. In this scenario, a fertile research environment was perceived in order to understand the initiatives of participation and emergence of communities; if these movements of teachers indicate changes in relation to network learning, if the use of intense digital resources would provide opportunities for diversification of teaching and teaching learning channels. Therefore, this work brings interpretations on teacher perceptions about this moment of demand for the use of digital resources in classes, from the study of a network of teachers. The theoretical contributions of the research are the conceptions of Connectivism (SIEMENS, 2004; DOWNES, 2005), and Community of Practice (CoP) (LAVE and WENGER, 1991; WENGER, 1999). Methodologically, the research was carried out through an Descriptive Case Study. The initial hypothesis was that pre-established relationships and patterns at a given time strengthen, resignify and branch out in demand situations. The conclusion of the study demonstrates active search and continuity of teachers in the learning network; participants, in the three instances of data collection, indicated that they were motivated to be at community for the opportunity of network learning; in the teaching discourse, the learning facets listed by the theory of Connectivism are recognized and informal peer learning is highlighted, as well as the potential of a feedback network; the dimensions of CoP, mutual engagement, joint venture and shared repertoire, such as the conception of legitimate peripheral participation were observed in the community; the teachers highlight the need for greater familiarity and learning using digital information and communication technologies (DICT) through training and emphasize the relevance of their use in teaching practices; the potential of mobile learning resources were better denoted in the context of teacher learning than in teaching; close and positive association between experience with pedagogical use of DICT in emergency remote education (ERE) and perspective of implementation of the BNCC with regard to guidelines on digital culture, nevertheless, training addressing only the BNCC guidelines did not prove to be sufficient to parament teachers about the BNCC guidelines on digital culture. Above all, in a certain way, the period of ERE has leveraged advances in conceptions and means of teacher learning. The contribution of this research is to point to new proposals for continuing teacher education, as well as public policies to this end.