Training of citizen authors subject to cyberculture: a way to resist to re(exist)

Abstract

This article, inspired by research carried out by the authors, Graduation course in Education at a public university in the State of Rio de Janeiro, brings reflections about the contributions of OnlineEducation to the formation of citizen-author subjects, as a form of struggle and resistance to global challenges and local turbulences, intensified with the implementation of a development model aligned with the demands of the market, which ends up instrumentalizing and weakening public education. With the support of the complexity paradigm (Morin, 2014), the authors take, as references, the focus of ‘research with the quotidian’ (Certeau, 2018; Alves, 2008), based on pedagogical practices; in multi-referentiality (Macedo, 2012); and in research-training in the context of cyberculture (Macedo, 2010; Santos 2019). The curricular acts generated throughout the research supported by various devices and articulated to the Facebook social network, allowed literacy practices, involving multiple languages, semiosis and media, as well as plurality and cultural diversity, to be intensively worked on, making transparent the contributions of online education to the development of reflexive-critical thinking in the training of actors and authors, with a view to autonomous and citizen education.