O professor caiu na rede : análise dos elementos da profissionalidade docente no Facebook

Abstract

Resumo: O advento da internet potencializou o acesso a informacao, provocando mudancas e avancos tecnologicos em uma velocidade sem precedentes, possibilitando o estabelecimento de multiconexoes culturais, alterando significativamente nossa percepcao de mundo. No cenario que caracteriza a convergencia midiatica e a mobilidade tecnologica, as redes sociais digitais tem se incorporado ao cotidiano social, configurando novas praticas e possibilidades comunicacionais. Por meio delas, reestruturam-se identidades, narrativas e a construcao de lacos sociais e afetivos. A presente pesquisa se insere neste contexto, trazendo como questao central a constituicao da profissionalidade docente no ambito das redes sociais digitais, especificamente no que se refere as praticas sociais realizadas por meio do Facebook. Assim sendo, a investigacao tem por objetivo geral analisar a constituicao docente a partir das postagens e publicacoes realizadas no grupo Professores do Parana. Deste objetivo, derivam os demais: reconhecer quem e o professor na sociedade contemporanea; identificar elementos constitutivos da docencia a partir das postagens na rede social digital; caracterizar a presenca do professor do Parana no Facebook; analisar aspectos da profissionalidade docente, a partir das postagens na pagina Professores do Parana e, por fim, identificar representacoes e concepcoes docentes por meio destas postagens, publicacoes e interacoes. Utilizou-se, para a construcao da pesquisa, de conceitos de identidade e profissionalidade docente, discutidos por autores como Jose Contreras (2012), Antonio Novoa (1995), Selma Garrido Pimenta (1996, 2002) e outros. O aporte teorico acerca da sociedade contemporanea fundamenta-se em autores como Manuel Castells (2000, 2016), Pierre Levy (1993, 1999), Zygmunt Bauman (1999, 2013) e Nestor Garcia Canclini (1995, 2015), juntamente com Albert-Laszlo Barabasi (2014) e Raquel Recuero (2009, 2012), que possibilitam a reflexao sob ponto de vista das redes sociais. Metodologicamente, a pesquisa utilizou-se da coleta de dados, por meio de formularios on-line, aplicados junto a professores de diferentes niveis do estado do Parana, nos quais se buscava identificar a relacao docente com a internet, a tecnologia e a rede social digital. Em seguida, analisou-se a relacao do professor com o site Facebook e, para tanto, foram entrevistados professores da rede estadual de ensino, moderadores e o idealizador da pagina Professores do Parana. Nesta fase, utilizou-se do software Atlas.ti, para o processo de categorizacao e analise qualitativa dos dados. Por fim, analisaram-se as publicacoes da referida pagina, buscando identificar elementos constitutivos da profissionalidade docente apresentados na rede social. A realizacao de tais procedimentos fundamentou-se em analises de conteudo a partir das pesquisas de Bardin (2016), bem como no transito por analises discursivas, sob o ponto de vista das praticas comunicacionais, com base em Eni P. Orlandi (1994, 2003) e Maria Aparecida Baccega (1999, 2005) e em etnografia virtual, ou netnografia, conforme Kozinets (2014). Os resultados da investigacao apontam para a permanencia de elementos historicamente atribuidos a docencia, bem como a presenca de novas perspectivas relacionadas a profissionalidade, decorrentes da mediacao entre os sujeitos, as redes sociais digitais e o mundo socialmente constituido. Palavras-chave: Profissionalidade docente. Rede social. Facebook.

Abstract: The advent of the Internet has enhanced access to information, bringing about changes and technological advances at an unprecedented speed, allowing the establishment of cultural multiconnections, significantly altering our perception of the world. In the scenario that characterizes media convergence and technological mobility, digital social networks have been incorporated into social daily life, configuring new practices and communicational possibilities. Through them, identities, narratives and the construction of social and affective bonds are restructured. The present research is inserted in this context, bringing as its core question the constitution of teacher professionalism in the scope of digital social networks, specifically what is regarded to social practices carried out through Facebook. Therefore, the general objective of the investigation is to analyze teacher professionalism based on the postings and publications made in the Teachers of Parana group. The other objectives derive from this one: to recognize who the teacher is in the contemporary society; identify constituent elements of teaching from the posts in the digital social network; characterize the presence of the teacher from Parana on Facebook; analyze aspects of teaching professionality, from the postings on the page Teachers of Parana and, finally, identify teacher representations and conceptions through these posts, publications and interactions. For the construction of the research, we used concepts of teacher identity and professionalism, discussed by authors such as Jose Contreras (2012), Antonio Novoa (1995), Selma Garrido Pimenta (1996, 2002) and others. The theoretical contribution on contemporary society is based on authors such as Manuel Castells (2000, 2016), Pierre Levy (1993, 1999), Zygmunt Bauman (1999, 2013) and Nestor Garcia Canclini (1995, 2015), together with Albert- Laszlo Barabasi (2014) and Raquel Recuero (2009, 2012), which make it possible the reflection from the social networks point of view. Methodologically, the research was based on data collection, through online forms, applied to teachers from different teaching levels of the state of Parana, in which it was sought to identify the teaching relationship with the internet, technology and digital social network. Next, the teacher's relationship with the Facebook site was analyzed and, for that, teachers of the state educational network, moderators and the founder of the Teachers of Parana group were interviewed. At this stage, Atlas.ti software was used for the categorization and qualitative analysis of the data. Finally, we analyzed the publications of that page, aiming to identify constituent elements of teaching professionality presented in the social network. The implementation of such procedures was based on content analyzes based on the research of Bardin (2016), as well as on the transit through discursive analyzes, from the point of view of communication practices, based on Eni P. Orlandi (1994, 2003) and Maria Aparecida Baccega (1999, 2005) and in virtual ethnography, or netnography, according to Kozinets (2014). The research results point out to the permanence of elements historically attributed to teaching, as well as the presence of new perspectives related to professionalism, resulting from mediation between subjects, digital social networks and the socially constituted world. Key-words: Teacher professionalism. Social network. Facebook.