| dc.description.abstract | The present master's research is related to the development of pedagogical practices, from the perspective of inventive learning in a transorganic connective act in the context of OnLIFE Education. In the problematization of the present time, the research question emerges: “How does inventive learning in a connective act enhance the development of pedagogical practices in the context of OnLIFE Education?”. It aims to develop pedagogical practices based on the theory of inventive learning, articulated to the concept of transorganic connective act, in order to understand how they can enhance OnLIFE Education. The dissertation articulates, from a theoretical-methodological perspective, inventive cognition (KASTRUP), the transorganic connective act (DI FELICE), gamification (SCHLEMMER) and OnLIFE Education (SCHLEMMER, MOREIRA), in addition to the results of research carried out by GPe-dU UNISINOS/CNPq. The research appropriates the Cartographic Method of Research-Intervention, proposed by Passos, Kastrup, Escóssia and Tedesco (2015), for the production and analysis of data. The data produced in the research devices were recorded in texts, photos, audios and videos, which were
transcribed and, together with the records made in the course diary, analyzed during the course based on the contributions of the theoretical intercessors and, considering the problem and research objectives. From the analysis movement, which constitutes an intervention-research, clues emerged that helped us to answer the research problem and reach the proposed objectives, among which stand out: problematization experiences; new ways of living; rupture of geographic borders; understanding of complexity; collaborative and cooperative processes; and citizenship and sustainable education. With regard to the research objective, different pedagogical practices were developed in the action “COnectaKaTching: A world of connections”, which, based on the theory of inventive learning in a transorganic connective act (SCHLEMMER, 2022, 2023) provided the elements: protagonism ecological-connective, authoring, DT co-engendering and gamification, to enhance OnLIFE Education. Finally, it is understood that the dissertation contributes to the advancement of knowledge in the area, as it evidenced clues that help in the construction process of this new learning theory, consistent with the hybrid and
hyperconnected reality in which children and adolescents live. develop and produced
new pedagogical practices that, in addition to enhancing OnLIFE Education, contribute to problematize practices long institutionalized in schools. With the discussion about the possibilities of development, in co-creation of inventive pedagogical practices, that allow the extrapolation of the physical geographic spaces of the institutions, starting from the understanding that learning emerges in the problematization of the present time/world, with the creation of new dwellings of teaching and learning, where invention is potentiated by the transorganic connective act, therefore, that occurs between human and non-human entities, in a network, in an ecosystemic perspective. | en |
