Mapping multiterritorialities of teachers and students in cyberculture

Chamada temática: Redes Educativas e os desafios atuais da Cibercultura

Abstract

This paper aims to analyze the multiterritoriality and the knowledge building processes of teachers and students, when accessing the virtual territory. The study participants belong to a full-time public school in a medium-sized city in Minas Gerais State, Brazil. The source of the data produced was a narrative interview. The theoretical foundations are the contributions of Rogério Haesbaert about territory, Gilles Deleuze and Félix Guattari about rhizome, in dialogue with authors who focus on Information and Communication Technologies and their relations with education. The analysis mobilizes the cartography, as one of the principles of the rhizome, and maps the appropriations of the virtual territory of teachers and students, when accessing a network of rhizomatic interactions in cyberculture. The results indicate in the constitution of the multiterritoriality of teachers and students, there are different degrees of informational vulnerability, and different knowledge processes. These processes concern about knowledge in technology, the ability of communication and interaction possibilities due the content production and sharing. The study's conclusions point to the importance of the debate in the education field about the ubiquity movements that demarcate teachers and students knowledge building processes, beyond school learning, in proposing reflexions about the access to the virtual territory marked by subjects identity movement, whose experiences are built in different socioeconomic and cultural conditions.