First network of group conversations: Where nomads find their weapons

Abstract

This article maps the themes that emerged from exchanges within one of the groups of the I st Network of Gruparian Conversations – Teaching, Digital Culture, and Education, organized by GRUPAR/UNIRIO from 29 to 31 August 2022. We approach the meeting as a cultural–discursive artifact and the corpus as a contingent sample consisting of the extended abstracts published in the proceedings and the group’s public discussions. Methodologically, we draw on cartography (Deleuze & Guattari, 1996; Kastrup, 2009), conducting iterative readings, producing analytic memos, and building synoptic tables from which three analytical vectors emerged. Findings indicate recurrences in: (1) policies and uses of ICT and digital technologies in schools, marked by tensions between macro-level prescriptions and microlocal arrangements; (2) inequalities in access and infrastructure, which do not halt but reconfigure inventive practices through device reuse, local curation of resources, and low-cost hybrid sequences; and (3) teacher development and reinvention, emphasizing ongoing in-service learning communities, collaborative planning, and mediations that integrate ethical and aesthetic dimensions into pedagogical work. As possible responses, we highlight student co-participation (co-authorship), a focus on learners’ interests and abilities, public responsibility in the use of technologies, and shared mediation. The study does not aim for exhaustiveness or statistical representativeness; rather, it offers a situated map that makes visible both hard lines (stabilizations) and lines of flight (inventions) in relations between schools and technologies. It also points to implications for use policies, infrastructure organization, and teacher education, as well as avenues for comparative, longitudinal, and intervention-oriented research.