Constitution of being a teacher and cyberformation in university teaching: discursive practices and ontology of the present

The article presents the preliminary results of an ongoing thesis that aims to understand the discursive practices that constitute being a teacher a university and the resulting processes of cyberformation. Qualitative, multi-referential and articulated with the methodology of conversation, the research has an archaeogenealogical approach and seeks to create an ontology of the present of being a teacher. The data produced/analyzed in online conversations with twenty-nine teachers working in higher education in licenciate courses on four continents, America, Africa, Europe and Asia, constituted three Categorical Units of Analysis of teachers' discursive practices: virtuality, intersubjectivity and cyberformacivity. Intertwined with the theoretical framework of the research, namely, Nietzsche, Foucault, Deleuze, Han, Levy, Zuboff, Hooks, Agamben, Najmanovich, Freire, Moraes, Bruno, the data revealed clues, pointing to how, in university teaching, being a teacher and cyberformation processes can promote emancipation and critical technological awareness for subjects.