Processos de autoformação e educação híbrida: experiências no ecossistema conectivo em contextos híbridos e multimodais no Instituto Federal de Sergipe

Abstract

This research has as it’s overhead goal analyse the Pedagogical Residency Program, of Federal Institute of Sergipe (IFS), with a view to understand the interrelationships constituted in the teaching exercise. Epistemologically, this study is anchored in the epistemology of complexity, having as it’s fundamental idea the dialogic of order, disorder and organization in a quality change perspective. Regarding the methodological paths, concerning the data nature, this is a qualitative investigation based on the research-intervention premises in a subjectivation movement (intrusion, intersection and mediation) in which all knowing is a perform. Furthermore, a state-of-the-knowledge bibliographical survey was carried out at the base of the Brazilian Digital Library of Theses and Dissertations (BDTD) and at the Institutional Repository of the Federal University of Sergipe (RIUFS), as well as laws, decrees, ordinances and normative resolutions documental analysis regarding teacher training policies. The participants were nine residents of the IFS (Campus Aracaju), from the undergraduate course in Chemistry, offering a training itinerary, with a 40 hours workload, aiming the data production with different devices that allowed the events and experiential processes unveiling. The investigation corpus was analyzed through subsuming notions (re)constructed by the cognitive operations recursion. The findings signaled uncertainties and possibilities in the hybrid education and teaching field, implying the individual and collective expectations institutional accountability, in the physical and technological infrastructure. The understandings and sensations made possible a connected acts appropriation, “in doing with” without spaces, times, actors, modalities and languages restriction in the undergraduates selfformative processes sympoietic ecosystem.