Tecnologias vestíveis na formação docente: óculos de realidade virtual no contexto da educação OnLIFE

Abstract

Wearable technologies are accessories or attire that enable interaction, data generation, and both physical and virtual immersion. In the context of OnLife Education, wearable technologies emerge as significant transformations in educational practices; however, studies addressing this theme remain scarce. The objective of this work is to discuss how in-service teachers mobilize wearable technologies, understanding both the possibilities and challenges presented by virtual reality glasses, and aligning them with the pedagogical practices of pre-service and in-service teachers at the State University of Montes Claros (Unimontes). Through a cartographic research approach, four tracks were developed during the study: (1) a review of the academic production on the subject; (2) a mapping of the wearable technologies available on the market, focusing on their characteristics, functionalities, and potential educational applications; (3) the implementation of educational workshops with teachers aimed at data production through the promotion and exchange of experiences, collective reflection, and awareness about the possibilities and challenges of wearable technologies in education; and (4) an experience involving the assembly and proposal of lesson plans developed by the research participants, intended to demonstrate the potential to transform a practical experience into technical pedagogical actions. The theoretical framework interwove OnLIFE Education, wearable technologies, and an educational experience perspective. The results highlight that wearable technologies are not merely pedagogical tools but also environments that foster new subjectivities, thereby transforming teaching and learning practices. Moreover, the research process revealed significant challenges, such as the low adherence of teachers to the technology and the need for better theoretical and methodological preparation to implement the cartographic approach. The study also contributed to epistemological reflections on the mobilization of digital technologies in teacher education and suggests future perspectives, including expanding research in contexts with limited infrastructure, integrating biometric devices, and strengthening critical and creative pedagogical practices.