A perspectiva de uma educação plural via redes sociais: trilhas e acessos para a aprendizagem e o conhecimento
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2018-01-25
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Esta Tese tem como objetivo central compreender como as dinâmicas de interação nas redes sociais da internet auxiliam o processo educativo no Ensino Superior. Para tanto, buscou-se analisar como as práticas de sociabilidade emergentes no Facebook, contribuem para a geração de novas rotas de aprendizagem e de conhecimento, favorecendo o campo da educação. Para contextualizar teoricamente a temática, utilizou-se autores e fontes diversas, selecionados a partir de uma extensa revisão bibliográfica. A problemática abordada nesta Tese centra-se nas redes sociais como um espaço para além do entretenimento e da sociabilidade, mas como um ambiente de onde podem emergir práticas educativas dinâmicas, interativas e criativas. Para empreender tal discussão, optou-se por, primeiramente, pensar a atual conjuntura tecnológica iniciando com a contextualização da internet e apontando as mudanças na sociedade, a partir da nova trama para acesso, produção e compartilhamento de informação, convertidos nos conceitos de Sociedade em Rede – Sociedade da Informação / Sociedade do Conhecimento. Em seguida, apresenta-se as redes sociais online e, especificamente, o Facebook, como um dispositivo que absorve tais dinâmicas, a partir de uma linguagem e de uma flexibilidade construídas a partir de processos interativos, que podem fomentar a educação. Em um segundo momento, discute-se como as dinâmicas interativas que emergem dos dispositivos de comunicação online influenciam formas de viver experiências coletivas na contemporaneidade. Tal panorama é apresentado através das concepções de sociabilidade, socialidade e tribalismo, conceitos chaves para a pesquisa aqui apresentada, pois ajudam a compreender as relações sociais atuais, sustentadas a partir de dispositivos tecnológicos, assim como a influencia que tal perspectiva gera e que pode ser sentida nas mais diversas atividades contemporâneas. Em um terceiro momento, discute-se como a aprendizagem e a aquisição de conhecimento vêm sendo reconfiguradas a partir das tessituras rizomáticas das redes de sociabilidade e como tais situações incidem sobre a prática docente, com ênfase nas relações afetivas que permeiam a atividade. Para realizar esta pesquisa, primeiramente selecionou-se a amostra, composta de professores de Jornalismo da Universidade Estadual da Paraíba – UEPB e da Universidade Federal da Paraíba – UFPB (Brasil). Empreendeu-se a fase empírica do trabalho por meio de questionários, entrevistas e capturas de tela. A utilização do questionário se deu em dois momentos, oportunidade em que caracterizou-se a amostra e selecionou-se os docentes a serem entrevistados. A entrevista se deu em um segundo momento junto a cinco docentes de cada curso. A última fase empírica do trabalho deu-se com a análise das capturas de telas feitas a partir de grupos do Facebook. A análise de dados dos questionários e das capturas de tela foi realizada a partir de análise descritiva, para as entrevistas lançamos mão da análise de conteúdo. O tratamento dos dados permitiu constatar que o Facebook, ao unir discentes e docentes em torno de ideais comuns por meio da cultura do sentimento, características próprias da sociabilidade, acaba instituindo uma forma de organização da aprendizagem, que chama a participação do aluno na construção do seu próprio saber. Por meio da estrutura rizomática da rede, em uma dinâmica não linear de construção e aquisição de saber, chegou-se à conclusão de que o Facebook se apresenta como um dispositivo que favorece a aprendizagem. A plasticidade e fluidez das redes contribuem para a construção de dinâmicas de conhecimento mais interativas e reconstrutivas, e nesse contexto, discentes e docentes têm seus percursos reeditados, forçando este último a manter uma constante formação, inclusive tecnológica, considerando sempre a complexidade no âmbito das relações acadêmicas e do processo de aprendizagem.
This thesis is mainly aim to understand how the dynamics of interaction in social internet networks help the educational process in higher education. For this, it was sought to examine how emerging practices of sociability on Facebook, contribute to the generation of new routes of learning and knowledge, promoting the field of education. To theoretically contextualize the theme, it was used various sources and authors, selected from an extensive literature review. The problem addressed in this thesis focuses on the social networks as a space beyond entertainment and sociability, but as an environment where they can emerge dynamic educational practices, interactive and creative. To undertake such a discussion, it was decide to, first, think the current technological environment starting with the context of the internet and pointing out the changes in society, from the new plot to access, production and information sharing, converted to the Society of concepts network – Information Society / Knowledge Society. Then presents online social networks, specifically Facebook, as a device that absorbs such dynamics, from a language and a flexibility built from interactive processes that can foster education. In a second step, it discusses how interactive dynamics that emerge from online communication devices influencing ways of living collective experiences nowadays. This scenario presented through the sociability of conceptions, sociality and tribalism, key concepts to research presented here as they help understand the current social relations, sustained from technological devices, as well as the influence that such a perspective generates and that can be felt in various contemporary activities. In a third step, it discusses how learning and knowledge acquisition are being reconfigured from rhizomatic tessitura of social networks and how such situations focus on teaching practice, with an emphasis on personal relationships that permeate the activity. To conduct this research, first select the sample, consisting of Journalism faculty of the Universidade Estadual da Paraíba – UEPB and the Universide Federal da Paraíba – UFPB (Brazil). It was undertaken empirical phase of work through questionnaires, interviews and screenshots. The use of the questionnaire took place in two stages, at which characterized the sample and was selected teachers to be interviewed. The interview took place in a second stage with five teachers from each course. The last empirical phase of the work was gave to the analysis of screenshots taken from Facebook groups. The data analysis of questionnaires and screen shots performed from descriptive analysis for interviews lay hold of content analysis. Data analysis allowed establishing that Facebook, by linking students and teachers around common ideals through the feeling of culture, characteristics of sociability, has instituted a form of organization of learning, calling the student's participation in the construction of their own knowledge. By rhizome structure of the network, in a nonlinear dynamics of construction and acquisition of knowledge, it reached the conclusion that Facebook presents itself as a device that favors learning. The plasticity and fluidity of the networks contribute to building more interactive and reconstructive knowledge dynamics, and in this context, students and teachers have their reissued routes, forcing the latter to maintain a constant training, including technological, always considering the complexity within academic and learning process relationships.
This thesis is mainly aim to understand how the dynamics of interaction in social internet networks help the educational process in higher education. For this, it was sought to examine how emerging practices of sociability on Facebook, contribute to the generation of new routes of learning and knowledge, promoting the field of education. To theoretically contextualize the theme, it was used various sources and authors, selected from an extensive literature review. The problem addressed in this thesis focuses on the social networks as a space beyond entertainment and sociability, but as an environment where they can emerge dynamic educational practices, interactive and creative. To undertake such a discussion, it was decide to, first, think the current technological environment starting with the context of the internet and pointing out the changes in society, from the new plot to access, production and information sharing, converted to the Society of concepts network – Information Society / Knowledge Society. Then presents online social networks, specifically Facebook, as a device that absorbs such dynamics, from a language and a flexibility built from interactive processes that can foster education. In a second step, it discusses how interactive dynamics that emerge from online communication devices influencing ways of living collective experiences nowadays. This scenario presented through the sociability of conceptions, sociality and tribalism, key concepts to research presented here as they help understand the current social relations, sustained from technological devices, as well as the influence that such a perspective generates and that can be felt in various contemporary activities. In a third step, it discusses how learning and knowledge acquisition are being reconfigured from rhizomatic tessitura of social networks and how such situations focus on teaching practice, with an emphasis on personal relationships that permeate the activity. To conduct this research, first select the sample, consisting of Journalism faculty of the Universidade Estadual da Paraíba – UEPB and the Universide Federal da Paraíba – UFPB (Brazil). It was undertaken empirical phase of work through questionnaires, interviews and screenshots. The use of the questionnaire took place in two stages, at which characterized the sample and was selected teachers to be interviewed. The interview took place in a second stage with five teachers from each course. The last empirical phase of the work was gave to the analysis of screenshots taken from Facebook groups. The data analysis of questionnaires and screen shots performed from descriptive analysis for interviews lay hold of content analysis. Data analysis allowed establishing that Facebook, by linking students and teachers around common ideals through the feeling of culture, characteristics of sociability, has instituted a form of organization of learning, calling the student's participation in the construction of their own knowledge. By rhizome structure of the network, in a nonlinear dynamics of construction and acquisition of knowledge, it reached the conclusion that Facebook presents itself as a device that favors learning. The plasticity and fluidity of the networks contribute to building more interactive and reconstructive knowledge dynamics, and in this context, students and teachers have their reissued routes, forcing the latter to maintain a constant training, including technological, always considering the complexity within academic and learning process relationships.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Educação , Aprendizagem , Rizoma