E-Maranhão-nados na rede : vivências cyberformativas em educação campo

Abstract

The Degree Course in Rural Education, which aim to train teachers by area of knowledge, to work in the final years of Elementary School and High School in rural schools, are the result of struggle of Social Movements and people of the Countryside and have been in operation for approximately 14 years. However, there is little research that looks specifically at training of these educators in the area of Nature Science and Mathematics and their relationship with digital technologies. We have demonstrated the need to discuss bein-with, think-with and know-how-with-DT (ROSA, 2010, 2015, 2018) in teacher training as a political resource for social transformation in form/action (BICUDO, 2003) of rural educators. Therefore, we seek to develop a phenomenologically oriented research, together with the graduates of the Degree in Countryside Education - Natural Sciences and Mathematics (LEdoC-CNM) at the Federal University of Maranhão (UFMA), Bacabal Science Center (CCBa), with the aim of understanding how the experiences lived by undergraduates in Rural Education - Natural Sciences and Mathematics, in Cyber-training are shown. Guided by the question: How are the experiences lived by undergraduates and graduates in Rural Education - Natural Sciences and Mathematics, from UFMA, in Cyber-training shown?, the teacher/researcher : a)taught the curricular component Science and Mathematics Teaching Methodologies in the rural schools, at the LEdoC-CNM at UFMA, planned based on the concept of Cyber-training; and, b) accompanied some of the participating students during the Internship in Teaching in the Final Years of Elementary School and Internship in Teaching in High School and Professional Education of Secondary Level, between April 2021 and February 2022. activities only after approval by the Ethics and Research Committee (CEP) and consent of those involved. Fifteen students from the 2016 class of the LEdoC-CNM of UFMA-CCEL participated in the research and, as instruments for the production of research data, we used: I) reflective memorials and letters exchanged between the researcher and the participating students, in order to compose what it shows from the economic, social and cultural context in which the subjects are inserted; II) synchronous and asynchronous activities, audio and video recordings, recording of interactions via the WhatsApp application referring to the curricular components that make up this investigation; III) Internship reports; and, IV) a questionnaire via Google Forms, in order to complement relevant information for the composition of the research context. Guided by the ideas of Paul Ricoeur (RICOEUR, 2013, 1987, 1989, 2010a) we analyzed the data produced, from which we built three categories: 1. Cybertraining: Challenges and Difficulties Experienced in Training with Teachers in Rural Education; 2. Processes of Recognition that Emerge from the Cyberformative process: Recognition-Identification, Recognition of Self and Recognition of the Other; and, 3. Potentialities that emerge from self-understanding in a process of form/action: Cyber-training as a space-time to mull over. Through these categories, we understand that the cyberformative experiences experienced by participating teacher candidates enhance their self-assumption and the movements of being-with, thinking-with, and knowing-how-to-do-with TD.