Docências engajadas na perspectiva da educação aberta: curadorias digitais e materiais pedagógicos nos processos (trans)formativos na educação básica

This qualitative research aims to investigate what relationships emerge in the construction of pedagogical materials by teachers, considering the digital culture and the teaching engaged in the perspective of open education. It is inspired by narrative research (JOSSO, 2007; BRUNER, 2003) and cartography (PASSOS; KASTRUP; ESCÓSSIA, 2009), and was developed in the encounter with concepts and ideas forged in cyberculture (LÉVY, 1999; SANTAELLA, 2007, 2004; SANTOS, 2005; LEMOS, 2004), from the perspective of open education (BRUNO; MATTOS, 2017, 2020; SANTOS, 2011, 2012), in teaching (NÓVOA, 1995, 2017; CUNHA, 2005), in digital culture (BRUNO; COUTO, 2019), in multireferentiality (ARDOINO, 1998, 2005), in philosophy of difference (DELEUZE, 1992, 1998; DELEUZE; GUATTARI, 1995) as a plane of immanence, rhizome and multiplicity. The investigation was developed with five teachers from two private schools that work with project pedagogy, one in Minas Gerais and the other in Rio de Janeiro, who build their pedagogical materials integrating digital technologies. The construction of the data began with the bibliographic survey, deepening the concepts of: Open Education, Open Educational Resources and Digital Curatorship and developed through dialogical conversations, carried out in the online format, with participating teachers who build pedagogical materials, amid digital culture. Three thematic groupings, in the form of emerging categories, were constituted: I) co-authorship in the construction of materials; II) teacher creativity; III) impacts of the pandemic on teaching. The data showed that: the construction of pedagogical materials carried out by teachers through digital technological supports enhances more engaged teaching; the teachers' experience in digital culture can interfere in the choices and construction of pedagogical materials; and, integrated with the perspective of open education, the construction of digital curatorships can foster organization, access, articulation, sharing of teachers' interactive constructs. It was noticed that the teachers, when building their own materials, even if unintentionally, develop the perspective of open education and resignify their conceptions about education as authorial and co-authorial actions, making explicit the power of their self-esteem and empowerment - in the Freirean sense. Regarding school management, the data constructed assumed this role as an important part in the promotion of this teacherauthor, who encourages/values the actions of his/her team and resignifies his/her place and role as a trainer and partner. Open education instigates important changes related to access, co-authorship and engagement and, in this direction, this thesis has created possibilities to rethink and co-create engaged teachers. Finally, POMAR (Multiple Open and Rhizomatic Online Pathways) "Building materials in times of open education" stands out as a digital curatorship that can inspire and transform teaching and learning relationships, situating authorship in partnership, in sharing, as other paths for engaged teaching.Esta pesquisa, de abordagem qualitativa, tem o objetivo de investigar que relações emergem na construção de materiais pedagógicos por docentes, considerando a cultura digital e as docências engajadas na perspectiva da educação aberta. Ela inspira-se na pesquisa narrativa (JOSSO, 2007; BRUNER, 2003) e na cartografia (PASSOS; KASTRUP; ESCÓSSIA, 2009), e se desenvolveu no encontro com conceitos e com ideias forjadas na cibercultura (LÉVY, 1999; SANTAELLA, 2007, 2004; SANTOS, 2005; LEMOS, 2004), na perspectiva da educação aberta (BRUNO; MATTOS, 2017, 2020; SANTOS, 2011, 2012), nas docências (NÓVOA, 1995, 2017; CUNHA, 2005), na cultura digital (BRUNO; COUTO, 2019), na multirreferencialidade (ARDOINO, 1998, 2005), na filosofia da diferença (DELEUZE, 1992, 1998; DELEUZE; GUATTARI, 1995) como plano de imanência, rizoma e multiplicidade. A investigação desenvolveu-se com cinco docentes de duas escolas privadas que trabalham com a pedagogia de projetos, na Educação Básica, uma em Minas Gerais e outra no Rio de Janeiro, que constroem seus materiais pedagógicos integrando as tecnologias digitais. A construção dos dados iniciou-se com o levantamento bibliográfico, aprofundando os conceitos de: Educação Aberta, Recursos Educacionais Abertos e Curadoria Digital e se desenvolveu por meio das conversas dialógicas, realizadas no formato online, com docentes participantes que constroem materiais pedagógicos, em meio a cultura digital. Três agrupamentos temáticos, sob a forma de categorias emergentes, se constituíram: I) coautorias na construção de materiais; II) criatividade docente; III) impactos da pandemia nas docências. Os dados mostraram que: a construção de materiais pedagógicos realizada por professores/as, por meio de suportes tecnológicos digitais, potencializa docências mais engajadas; a vivência dos docentes na cultura digital pode interferir nas escolhas e na construção de materiais pedagógicos; e, integradas à perspectiva da educação aberta, a construção de curadorias digitais pode fomentar organização, acesso, articulação, partilhas dos constructos interativos docentes. Percebeu-se que os/as professores/as, ao construírem seus próprios materiais, mesmo que não intencionalmente, desenvolvem a perspectiva da educação aberta e ressignificaram suas concepções sobre educação como ações autorais e coautorais, explicitando a potência de sua autoestima e de seu empoderamento - no sentido freiriano. No que tange a gestão escolar, os dados construídos assumiram tal função como parte importante no fomento desse/a docente autor/a, que incentiva/valoriza as ações de sua equipe e ressignifica seu lugar e seu papel como formador e parceiro. A educação aberta instiga mudanças importantes relacionadas ao acesso, às coautorias, ao engajamento e, nesta direção, esta tese criou possibilidades de se repensar e cocriar docênciaS engajadas. Destaca-se, por fim, o POMAR (Percursos Online Múltiplos Abertos e Rizomáticos) “Construindo materiais em tempos de educação aberta”, como curadoria digital que pode vir a inspirar e a transformar os processos de ensino e de aprendizagem, situando a autoria em parceria, em partilha, como caminhos outros para as docências engajadas

Teaching in digital culture: emergencies with rhizomatic networks, digi-tal curation and cybertraining

O presente artigo apresenta três constructos desenvolvidos pelos autores, nos últimos dez anos, fruto de pesquisas e financiamento CNPq e CAPES: as redes rizomáticas, como expressão das multiplicidades cocriadas nos espaços-tempos hodiernos, que tem como uma das características marcantes a não linearidade do pensamento e das ações, e a plasticidade e abertura das ideias e relações; os processos de ciberformação, que tratam dos modos de subjetivação do ser docente emergente na práxis universitária contemporânea, em meio à cibercultura; e, por fim, a curadoria digital, como ambiências (trans)formativas que permitem a materialização de espaços pedagógicos coconstruídos com a produção de materiais didáticos digitais, partilhados e em rede. As pesquisas de abordagem qualitativa têm tipologia multirreferencial integradas aos métodos cartográfico e arqueogenealógico, tendo também as conversas como instrumento científico. O referencial teórico das investigações se alicerça especialmente em Agamben, Deleuze, Freire, Foucault, Guattari, Han, Higgins, Hooks, Lévy, Nietzsche, Zuboff, Bruno, entre outros. Os achados das pesquisas abordam as potencialidades das redes rizomáticas e dos processos de ciberformação como basilares para a construção de docências convergentes com o mundo hodierno, que encontram na curadoria digital trilhas promotoras de emancipação e consciência tecnológica crítica dos sujeitos.This article presents three constructs developed by the authors over the last ten years as a result of research and CNPq and CAPES funding: rhizomatic networks, as an expression of the multiplicities co-created in today’s spaces-times, one of whose defining characteristics is the non-linearity of thought and actions, and the plasticity and openness of ideas and relationships; cyber formation, which deal with the modes of subjectivation of the emerging being a teacher in contemporary university praxis, in the midst of cyberculture; and, finally, digital curatorship, as (trans)formative environments that allow the materialisation of pedagogical spaces co-constructed with the production of digital, shared and networked teaching materials. The qualitative research has a multi-referential typology integrated with cartographic and archeogenealogical methods, as well as conversations as a scientific tool. The theoretical framework of the research is based especially on Agamben, Deleuze, Freire, Foucault, Guattari, Han, Higgins, Hooks, Lévy, Nietzsche, Zuboff, Bruno, among others. The research findings address the potential of rhizomatic networks and cyber formation processes as a basis for building teaching that is convergent with today’s world, which finds in digital curation trails that promote the emancipation and critical technological awareness of subjects.info:eu-repo/semantics/publishedVersio

Health-related quality of life in patients with type 1 diabetes mellitus in the different geographical regions of Brazil : data from the Brazilian Type 1 Diabetes Study Group

Background: In type 1 diabetes mellitus (T1DM) management, enhancing health-related quality of life (HRQoL) is as important as good metabolic control and prevention of secondary complications. This study aims to evaluate possible regional differences in HRQoL, demographic features and clinical characteristics of patients with T1DM in Brazil, a country of continental proportions, as well as investigate which variables could influence the HRQoL of these individuals and contribute to these regional disparities. Methods: This was a retrospective, cross-sectional, multicenter study performed by the Brazilian Type 1 Diabetes Study Group (BrazDiab1SG), by analyzing EuroQol scores from 3005 participants with T1DM, in 28 public clinics, among all geographical regions of Brazil. Data on demography, economic status, chronic complications, glycemic control and lipid profile were also collected. Results: We have found that the North-Northeast region presents a higher index in the assessment of the overall health status (EQ-VAS) compared to the Southeast (74.6 ± 30 and 70.4 ± 19, respectively; p < 0.05). In addition, North- Northeast presented a lower frequency of self-reported anxiety-depression compared to all regions of the country (North-Northeast: 1.53 ± 0.6; Southeast: 1.65 ± 0.7; South: 1.72 ± 0.7; Midwest: 1.67 ± 0.7; p < 0.05). These findings could not be entirely explained by the HbA1c levels or the other variables examined. Conclusions: Our study points to the existence of additional factors not yet evaluated that could be determinant in the HRQoL of people with T1DM and contribute to these regional disparities

MOOC: uma análise das produções nacionais e internacionais

A presente dissertação investiga, por meio de uma revisão de literatura, de que maneira o Massive Open Online Courses (MOOC) estão sendo abordados em publicações no âmbito nacional e internacional. Por meio da questão norteadora sobre as convergências e divergências presentes nas produções nacionais e internacionais sobre os MOOC, compreendidas no período de 2008 a 2014, esta pesquisa apresenta um levantamento bibliográfico em publicações denominadas científicas - coletadas em periódicos nacionais, internacionais, e factuais – disponibilizadas em espaços/sites/ambientes da web. Tal movimento metodológico se deu de modo a contemplar os objetivos propostos: I) Investigar, nas produções nacionais e internacionais selecionadas, as convergências e divergências presentes; II) Compreender como os MOOC são apresentados nas produções encontradas; III) Identificar, nos textos, elementos afeitos ao movimento da Educação aberta; e IV) Apresentar, criticamente, os conceitos produzidos de modo a subsidiar os estudos a respeito dos MOOC. Os dados produzidos foram trabalhados por meio da integração de temas recorrentes, a saber: Autonomia, Interatividade e Abertura, e também das discussões sobre as vozes sonantes e dissonantes emergentes dos dados. O estudo sobre os MOOC é ainda um desafio, principalmente por sua criação recente. A pesquisa sinalizou para a integração entre os MOOC com os REA (Recursos Educacionais Abertos) e a concepção de Educação Aberta, problematizando a abertura, o acesso e a maneira como nos apropriamos dos conceitos dispersos na internet. Os principais achados dessa dissertação se deram por meio da convergência entre as produções factuais e os textos científicos – delimitando o lugar e diferencial de cada produção -, mas considerados espaços relevantes na informação e discussão sobre o significado dos MOOC e seus desdobramentos futuros. Outro destaque de deu ante a recorrência, nos textos científicos sobre MOOC, da preocupação com os cursistas e com a aprendizagem. A pesquisa ainda sinalizou acerca da intensa relação entre MOOC e REA, embora não esteja explícita nas produções analisadas. Por fim, a investigação aponta para a criação de um caminho - que se difere dos MOOC - para aprendizagens efetivamente autônomas, a partir da compreensão sobre a Educação Aberta e os REA, denominado Percursos Online Múltiplos Abertos e Rizomáticos (POMAR), criado pelo GRUPAR (Grupo de pesquisa Aprendizagem em Rede) em 2014.The present dissertation investigates by means of a literature review, how the Massive Open Online Courses (MOOC) are being approached in publications in national and international scope. By means of guiding question about convergences and divergences present in the productions national and international about the MOOC, comprehended in the period 2008 to 2014, this research presents a rigorous bibliographical survey in scientific publications denominated - collected from national and international periodicals and factual - made available on spaces / sites / web environments. Such an methodological movement gave to take account of the proposed objectives: I) To investigate, in national and international productions selected, the convergences and divergences present; II) Understand how MOOC found are presented in the productions; III) To identify, in the texts, elements fond the movement of the open education and IV) present, critically, the concepts produced so as to subsidize studies on the MOOC. The data produced were worked through the integration of recurrent themes, namely: Autonomy, Interactivity and opening, and also of the discussions on emerging and sounding dissonant voices of the data. The study on the MOOC is still a challenge, mainly because of its recent creation. The research signaled the integration between the MOOC with REA (Open Educational Resources) and the conception of Open Education, discussing the opening, access and the way how we appropriate the concepts dispersed on the internet. The principal findings of this dissertation were the convergences between the factual productions and the Scientific texts - delimiting the place and differential of each production - more considered relevant spaces in the inform and discuss about the meaning of MOOC and future developments. Another prominent gave before the recurrence in scientific texts on MOOC, worry with the course participants and apprenticeship are present in the scientific texts. In addition of this, from the readings and studies in this dissertation, signaled about the intense relationship between MOOC and REA, although not explicit in the analyzed productions. Finally, the research points to the creation of a path - which differs from the MOOC - to effectively autonomous learning, from the understanding of the Open Education and the REA, the Routes Online Multiple Open and Rhizomatic (POMAR), created by GRUPAR in 2014

MOOC: uma análise das produções nacionais e internacionais

The present dissertation investigates by means of a literature review, how the Massive Open Online Courses (MOOC) are being approached in publications in national and international scope. By means of guiding question about convergences and divergences present in the productions national and international about the MOOC, comprehended in the period 2008 to 2014, this research presents a rigorous bibliographical survey in scientific publications denominated - collected from national and international periodicals and factual - made available on spaces / sites / web environments. Such an methodological movement gave to take account of the proposed objectives: I) To investigate, in national and international productions selected, the convergences and divergences present; II) Understand how MOOC found are presented in the productions; III) To identify, in the texts, elements fond the movement of the open education and IV) present, critically, the concepts produced so as to subsidize studies on the MOOC. The data produced were worked through the integration of recurrent themes, namely: Autonomy, Interactivity and opening, and also of the discussions on emerging and sounding dissonant voices of the data. The study on the MOOC is still a challenge, mainly because of its recent creation. The research signaled the integration between the MOOC with REA (Open Educational Resources) and the conception of Open Education, discussing the opening, access and the way how we appropriate the concepts dispersed on the internet. The principal findings of this dissertation were the convergences between the factual productions and the Scientific texts - delimiting the place and differential of each production - more considered relevant spaces in the inform and discuss about the meaning of MOOC and future developments. Another prominent gave before the recurrence in scientific texts on MOOC, worry with the course participants and apprenticeship are present in the scientific texts. In addition of this, from the readings and studies in this dissertation, signaled about the intense relationship between MOOC and REA, although not explicit in the analyzed productions. Finally, the research points to the creation of a path - which differs from the MOOC - to effectively autonomous learning, from the understanding of the Open Education and the REA, the Routes Online Multiple Open and Rhizomatic (POMAR), created by GRUPAR in 2014.A presente dissertação investiga, por meio de uma revisão de literatura, de que maneira o Massive Open Online Courses (MOOC) estão sendo abordados em publicações no âmbito nacional e internacional. Por meio da questão norteadora sobre as convergências e divergências presentes nas produções nacionais e internacionais sobre os MOOC, compreendidas no período de 2008 a 2014, esta pesquisa apresenta um levantamento bibliográfico em publicações denominadas científicas - coletadas em periódicos nacionais, internacionais, e factuais – disponibilizadas em espaços/sites/ambientes da web. Tal movimento metodológico se deu de modo a contemplar os objetivos propostos: I) Investigar, nas produções nacionais e internacionais selecionadas, as convergências e divergências presentes; II) Compreender como os MOOC são apresentados nas produções encontradas; III) Identificar, nos textos, elementos afeitos ao movimento da Educação aberta; e IV) Apresentar, criticamente, os conceitos produzidos de modo a subsidiar os estudos a respeito dos MOOC. Os dados produzidos foram trabalhados por meio da integração de temas recorrentes, a saber: Autonomia, Interatividade e Abertura, e também das discussões sobre as vozes sonantes e dissonantes emergentes dos dados. O estudo sobre os MOOC é ainda um desafio, principalmente por sua criação recente. A pesquisa sinalizou para a integração entre os MOOC com os REA (Recursos Educacionais Abertos) e a concepção de Educação Aberta, problematizando a abertura, o acesso e a maneira como nos apropriamos dos conceitos dispersos na internet. Os principais achados dessa dissertação se deram por meio da convergência entre as produções factuais e os textos científicos – delimitando o lugar e diferencial de cada produção -, mas considerados espaços relevantes na informação e discussão sobre o significado dos MOOC e seus desdobramentos futuros. Outro destaque de deu ante a recorrência, nos textos científicos sobre MOOC, da preocupação com os cursistas e com a aprendizagem. A pesquisa ainda sinalizou acerca da intensa relação entre MOOC e REA, embora não esteja explícita nas produções analisadas. Por fim, a investigação aponta para a criação de um caminho - que se difere dos MOOC - para aprendizagens efetivamente autônomas, a partir da compreensão sobre a Educação Aberta e os REA, denominado Percursos Online Múltiplos Abertos e Rizomáticos (POMAR), criado pelo GRUPAR (Grupo de pesquisa Aprendizagem em Rede) em 2014.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superio

Health-related quality of life in patients with type 1 diabetes mellitus in the different geographical regions of Brazil : data from the Brazilian Type 1 Diabetes Study Group

Background: In type 1 diabetes mellitus (T1DM) management, enhancing health-related quality of life (HRQoL) is as important as good metabolic control and prevention of secondary complications. This study aims to evaluate possible regional differences in HRQoL, demographic features and clinical characteristics of patients with T1DM in Brazil, a country of continental proportions, as well as investigate which variables could influence the HRQoL of these individuals and contribute to these regional disparities. Methods: This was a retrospective, cross-sectional, multicenter study performed by the Brazilian Type 1 Diabetes Study Group (BrazDiab1SG), by analyzing EuroQol scores from 3005 participants with T1DM, in 28 public clinics, among all geographical regions of Brazil. Data on demography, economic status, chronic complications, glycemic control and lipid profile were also collected. Results: We have found that the North-Northeast region presents a higher index in the assessment of the overall health status (EQ-VAS) compared to the Southeast (74.6 ± 30 and 70.4 ± 19, respectively; p < 0.05). In addition, North- Northeast presented a lower frequency of self-reported anxiety-depression compared to all regions of the country (North-Northeast: 1.53 ± 0.6; Southeast: 1.65 ± 0.7; South: 1.72 ± 0.7; Midwest: 1.67 ± 0.7; p < 0.05). These findings could not be entirely explained by the HbA1c levels or the other variables examined. Conclusions: Our study points to the existence of additional factors not yet evaluated that could be determinant in the HRQoL of people with T1DM and contribute to these regional disparities

Health-related quality of life in patients with type 1 diabetes mellitus in the different geographical regions of Brazil : data from the Brazilian Type 1 Diabetes Study Group

Background: In type 1 diabetes mellitus (T1DM) management, enhancing health-related quality of life (HRQoL) is as important as good metabolic control and prevention of secondary complications. This study aims to evaluate possible regional differences in HRQoL, demographic features and clinical characteristics of patients with T1DM in Brazil, a country of continental proportions, as well as investigate which variables could influence the HRQoL of these individuals and contribute to these regional disparities. Methods: This was a retrospective, cross-sectional, multicenter study performed by the Brazilian Type 1 Diabetes Study Group (BrazDiab1SG), by analyzing EuroQol scores from 3005 participants with T1DM, in 28 public clinics, among all geographical regions of Brazil. Data on demography, economic status, chronic complications, glycemic control and lipid profile were also collected. Results: We have found that the North-Northeast region presents a higher index in the assessment of the overall health status (EQ-VAS) compared to the Southeast (74.6 ± 30 and 70.4 ± 19, respectively; p < 0.05). In addition, North- Northeast presented a lower frequency of self-reported anxiety-depression compared to all regions of the country (North-Northeast: 1.53 ± 0.6; Southeast: 1.65 ± 0.7; South: 1.72 ± 0.7; Midwest: 1.67 ± 0.7; p < 0.05). These findings could not be entirely explained by the HbA1c levels or the other variables examined. Conclusions: Our study points to the existence of additional factors not yet evaluated that could be determinant in the HRQoL of people with T1DM and contribute to these regional disparities

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora