PROFESSORES NA REDE: FACEBOOK E MEDIAÇÃO NO PROCESSO DE ENSINO APRENDIZAGEM

Abstract

Faced with the significant growth of online social networks, there were concerns about the possibility of their inclusion in school education. Thus, understanding what aspects of Facebook's inclusion in teaching activities, being considered as an environment that provides mediation in the teaching and learning process, was the issue that guided the study moments. This work had, therefore, as main objective, to investigate the contributive potential of Facebook in the teaching activities, when using its resource Groups as an environment for the mediation, in the appropriation of the knowledge. The methodological course was initially composed of the inventory and analysis of the existing scientific productions, which investigated the interlocution of the proposed themes, with the purpose of knowing other perspectives. In a second moment, the field study was carried out in a municipal public school in the city of Campo Grande-MS, carried out with sixteen elementary school teachers, which occurred between April and November 2015, which used as a collaborative research procedure with socio-historical approach. The chosen collection instruments were the semistructured interviews, as well as activities and records from the learning workshops: online discussions, exercises, talk wheel, Facebook groups and field notebook. The technique called Content Analysis was used to analyze the data obtained. The discussions were born from the moments described and were guided by the concepts that integrate the Historical-Cultural Theory, based on the postulates of Vygotsky and his peers, as well as the teachings of scholars in the area of Education and Educational Technology. As a result, it is emphasized that there is still resistance to the communication and information technologies used in / for school education. Regarding Facebook, considering the increase in the volume of work to expand the time and space dimensions of teaching activities, there was opposition from most of the teachers, although it was observed that its use encouraged the interaction of the group with socializations and collective activities . It is inferred that its use demands a significant change in traditional relations and practices. Finally, it is concluded that the possibility of expanding teacher-student contact via digital interaction, when using Facebook as a mediator environment, has the potential to significantly contribute to students' learning and cognitive development.