Constituição do ser docente e ciberformação em docências universitárias: práticas discursivas e ontologia do presente

O artigo apresenta resultados preliminares de tese em curso que objetivou compreender as práticas discursivas que constituem o ser docente universitário e os processos de ciberformação decorrentes. Qualitativa, multirreferencial e articulada com a metodologia da conversa, a investigação tem um enfoque arqueogenealógico e busca criar uma ontologia do presente do ser docente. Os dados produzidos/analisados em conversas online com vinte e nove professores atuantes no ensino superior em cursos de licenciaturas em quatro continentes, América, África, Europa e Ásia, constituíram três Unidades Categoriais de Análise das práticas discursivas docentes: a virtualidade, a intersubjetividade e a ciberformacividade. Entrecruzados com o referencial teórico da pesquisa, a saber, Nietzsche, Foucault, Deleuze, Han, Lévy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, os dados fizeram emergir pistas, apontando como, nas docências universitárias, o ser docente e processos de ciberformação podem promover emancipação e consciência tecnológica crítica aos sujeitos

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

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Os sentidos da formação humana na cibercultura: múltiplos olhares dos pesquisadores para a subjetivação do adulto na cultura digital

The problem that guided this research was done by means of the question: how do the researchers, who study about the cyberspace, understand the meaning and the process of subjectivity formation of adult subjects in formal education amid digital culture? This study aimed to analyze the research problem, through an analysis of the statements of the discourses produced by the subjects, namely researchers from national and international reference in cyberculture studies and co-teacher trainers. The research instrument was used to interview (open) through feature digital communication (Skype) or through meetings. The Genealogy (Nietzsche) was the methodological approach used in this research, articulated to Discourse Analysis (Foucault), potentiated the analyzes among the forces, convergence, divergence and crossings of the data set by the research subjects. The referential theoretical was delimited with philosophers who gave critical support issues investigated - especially Friedrich NIETZSCHE contributions associated with Gilles DELEUZE and Michel FOUCAULT - and theorists of Education and Communication indicated that the possible insights into the concepts of cyberculture, training and subjectivity (Pierre LÉVY, André LEMOS, Lucia SANTAELLA, Fernando, REY GONZALEZ, Maria Candida MORAES, Edméa SANTOS, Adriana Rocha BRUNO, among others). The findings signaled that the cyberculture is indeed "a" contemporary culture and that teacher training is essential for the social subjectivity and individual subjectivity in society and culture today. However, it is necessary that another perspective is incorporated formative education in the social and individual subjectivities through, and if they are included, so as to cause the reorganization of the curriculum for the digital age.O problema que norteou esta investigação se fez por meio da questão: como os pesquisadores, que estudam sobre a cibercultura, compreendem o sentido de formação e o processo de subjetivação dos sujeitos adultos, na educação formal, em meio à cultura digital? Objetivou-se analisar a problemática da pesquisa, por meio uma análise dos enunciados dos discursos produzidos pelos sujeitos da pesquisa, a saber: pesquisadores de referência nacional e internacional nos estudos da Cibercultura e co-formadores de professores. Como instrumento de pesquisa foi utilizado a entrevista (aberta), por meio de recurso de comunicação digital (Skype) ou por meio de encontros presenciais. A Genealogia (Nietzsche) foi a abordagem metodológica utilizado nesta investigação que, articulada à Análise do Discurso (Foucault), potencializou as análises em meio às forças, convergências, divergências e atravessamentos dos dados enunciados pelos sujeitos da pesquisa. O referencial teórico foi delimitado com os filósofos que deram o suporte crítico às questões investigadas - especialmente Friedrich NIETZSCHE associado às contribuições Gilles DELEUZE e Michel FOUCAULT - e com teóricos da Educação e da Comunicação que apontaram possíveis compreensões sobre as noções de cibercultura, formação e subjetivação (Pierre LÉVY; André LEMOS, Lucia SANTAELLA, Fernando, GONZÁLEZ REY, Maria Cândida MORAES, Edméa SANTOS, Adriana Rocha BRUNO, entre outros). Os achados sinalizaram que a cibercultura é de fato “a” cultura contemporânea e que a formação docente é imprescindível para a subjetivação social e individual na sociedade e cultura atuais. Porém, é necessário que outra perspectiva formativa seja incorporada à educação, em que as subjetividades individual e social se atravessem e se integrem, de modo a provocar a reorganização do currículo para a era digital