As mídias sociais e as práticas educativas a partir do dizer docente

Abstract

The present study results from discussions about social media in the educational practices of teachers, these media are part of the Digital Information and Communication Technologies – DICT, which are in evidence and are used by society for both personal and professional issues. Nowadays, there are many possibilities for communicating and sharing information, even in real time, and that is possible mainly because of social media. This research is based on concepts of French Discourse Analysis and aims at analysing the discourse of teachers to identify their representations about the use of social media in their practices. It is worth mentioning that this study points out the countless benefits and transformations that can result from the use of this tool, but it also indicates and discusses the possible implications that may arise from the incorrect and/or inadvertent use of these instruments. In order to support this study, it was considered: researchers in the field of technology in education such as Telles (2011) and Lorenzo (2011) for our theoretical bases; scholars who support our method of discourse analysis, for example, Pêcheux (1997, 2007, 2009, 2014) and Orlandi (1984, 1986, 2003, 2012) and some theorists who contributed and added significantly to the proposed discussions such as Adorno and Horkheimer (1985), Althusser (1974), Foucault (1988, 1995, 2000, 2006), Moscovici (2013), Freire (1987), Hall (2001), Laraia (2001), among other scholars. In order to provide such discussions, teachers of public education who 26 graduated from the Professional Master in Letter Program – Profletras from the State University of Montes Claros were interviewed, through an online questionnaire. After composing the corpus and selecting the analysis categories, the teachers’ discourses were analyzed and their representations could be achieved. Those representations were identified from discourse regularities present on analyzed speeches and are related to the images that teachers have about the relationship between social media and electronic objects in their educational practices; to the role played by the school about the use of media; to the teacher’s relationship with technology and these media; to the perception that teachers have about the students’ relationship with technologies and social media; as well as to the teacher’s relationship with their students in this context surrounded by the influence and impact of social media. The analysis carried out also made it possible to point out at least two discursive formation: one that causes fascination with the social media and their contributions to the improvement of the teaching and learning process and another that reveals a certain disenchantment and lack of interest in such tools in the same process. It is expected that, when teachers talk about themselves and about their practices, they can reflect, reconsider and/or become more receptive to the critical and reflective usage of this tool which is so used nowadays.