ABSTRACT
The study aims to highlight the teaching authorship in creating curriculum acts, consistent with the cyberculture context in everyday school life. The study was supported by the approach of complexity and research-formation methodology, articulated with the theoretical principles of teacher formation in cyberculture. The research was performed in a state school, with the collaboration of three teachers. We analyze their teaching practices in different school spacetimes, narratives and the process documents. The focus of the article are his creation processes. The results revealed that the authoring / creation of the teacher happens in network, in their specific and relational temporality; the formation contributed to the teachers realize the importance of articulating the educational and cultural dimensions on making teaching and the teacher-author is always open to hazards, with attention to everything that goes around in analog and digital spaces.
KEYWORDS:
teacher authorship; cyberculture; creation networks