Abstract:
The objective of this study is to interpret the discourse of educators in relation to the evolution of their knowledge network. Three categories (strategic planning, management of alliances and professional practice) were considered to design open questions and analyse the answers. The results show two prospects of knowledge: specialization and simulation. The first one refers to confidence, identity, conflict, creativity and innovation. The second suggests distrust, uprooting, and conformity. By being analysed in the light of the Theory of the Knowledge Networks (TKN), both prospects depict educators’ discretionalism as a slanted evaluation of the system of professional practice. Such findings enhance the analysis of the knowledge networks as the result of psycho-social processes of categorization, comparison, identity, representation and attitude regarding internal groups of educators and the external group of administrative staff and students, who are the main actors of knowledge networks.