Creating hackerly: experiences at/with school and university

Abstract

This article explores elements to rethink and transform practices in the contemporary educational context. The experimentation of other possibilities of experiencing the school routine and the construction of materials based on open resources are in evidence. Considering the critical currents to public education, we perceive the need to act in a purposeful manner, building change from within schools, listening, supporting and strengthening these communities. One of the possibilities, then, is the presence of the university conducting research with schools, which happened in the “Conexão Escola-Mundo” project that fostered a hackerly of creating that is described and analyzed here. The actions also included the development of networks of knowledge and meanings woven through practices in which the subjects placed themselves as authors of their learning/teaching paths. The methodology was built jointly with the practitioners, using mainly the dynamics of work and study meetings with the teachers, workshops and actions that addressed themes demanded by the school community. The devices used for data construction were audio and/or video recordings and field diaries. We also contributed to the discussion of this article a brief analysis on how the hackerly of creating is present in the training activities that we carry out with students of undergraduate courses. The general results point to the capacity for innovation and integration of the teaching, research, and extension tripod carried out by the public university through the construction of a collaborative ecosystem with the school, where the exchange of knowledge becomes a construction of knowledge for all.