Entre o passado e o futuro da educação: ser docente e os processos de ciberformação nas docências universitárias contemporâneas

Abstract

This philosophical-scientific research, conducted between 2019 and 2025 in the PosGraduate Program in Education (PPGE) at the Federal University of Juiz de Fora (UFJF) and funded by the Coordination for the Improvement of Higher Education Personnel (CAPES), aimed to address the following question: what constitutes being a teacher amid the processes of cyberformation in contemporary teaching? The research, qualitative in nature and using a multi-referential approach (Ardoino, 2005), adopted archeogenealogy (Foucault, 2008; Nietzsche, 1998) articulated with the methodology of conversation (Ribeiro; Souza; Sampaio, 2018) as its methodological focus, producing an ontology of the present of being a teacher. Seeking Enunciative Units of Teaching Discourse (EUTD), the data were produced in the field through online conversations with twenty-nine (29) Qualified Informants (IQ) and one (1) Qualified Research Informant (IQP), teachers working in higher education, in undergraduate courses, distributed across four continents: America, Africa, Europe, and Asia. The Systematic Conversation Analysis (SCA), using the IRAMUTEQ textual statistical analysis software, produced the Categorical Analysis Units (CAU), namely, Intersubjectivity, Cyberformativity, and Virtuality, which were cross-referenced with the theoretical framework of the research, divided into three theoretical approaches: (1) the philosophical-scientific approach composed of Agamben (2009), Ardoino (2005), Arendt (2016; 2019), Bauman (2007; 2017), Deleuze (1992; 1998), Deleuze and Guattari (1995), Foucault (1979; 2006b; 2008), Freire (1996; 2019), Han (2017; 2019; 2022; 2023), Heidegger (1996; 1998; 2012; 2015), Henrich (2018), hooks (2013), Hui (2020), Lévy (1996; 1999), Nietzsche (1995; 1998; 2017), Zuboff (2020); (2) the philosophical-educational approach comprising Bruno (2007; 2011; 2021), Gallo (2010; 2021; 2022), Mattos (2023), Pesce (2022), Quintilian (2012; 2018; 2021), Ribeiro, Souza, and Sampaio (2018) Santos (1988; 2005; 2020), Santos (2005; 2015; 2019), Vieira Neto (2011; 2013; 2023; 2024; 2025); and (3) technologicalcommunicational, comprising Barbosa (2020), Chartier (2020), Lemos (2008; 2020), Santaella (2003; 2010), among others. Based on the application of Systematic Analysis of Categorical Units (SACU), it was possible to highlight that: (1) the constitution of the being a teacher occurs through processes of self-knowledge and self-care, inscribed in the intersubjective dynamics specific to university teaching; (2) the dynamics of cyberformativity - of an ethical, aesthetic, and inventive nature - enhance both the development of critical technological awareness and the movement of “becoming what one is” in the formative exercise of being a teacher amid cyberformation processes; and (3) virtuality acts as an instance of updating the being a teacher, favoring practices of resistance to devices of control, surveillance, and subjugation, and promoting its emancipation toward an aesthetic, ethical, and political life in cyberculture. It is concluded that the ontology of the present of the being a teacher - thought of as an aesthetic of existence - is configured as a formative and procedural dimension that develops in the articulation between intersubjectivity and cyberformativity. This constitution occurs from an ethical, aesthetic, and political perspective, in permanent dialogue with the virtual, enabling teachers to experience their own historicity as an expression of their effective experiential paths, the result of their effective history in the cybercultural social sphere.