TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS

Detalhes bibliográficos
Autor(a) principal: Costa, Douglas Pereira da
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/716
Resumo: This article aims to discuss the conceptions of five high school teachers at the Federal Institute of Piauí about youth identities in the context of virtual social networks. This is a study with a qualitative approach and descriptive character. Teachers were interviewed between December 2017 and January 2018. The responses of those participants were interpreted using Discourse Analysis. The way those teachers perceive and characterize young people in the context of social networks enunciate a perspective of pluralized youth that is in constant transformations. It allows the detection of students’ needs in this scenario, such as guidelines and collective spaces that provide knowledge about emotional health, diversities, critical thinking, and life projects, among others. Education professionals should favor the dialogue with students and technologies. Therefore, recognizing subjective identities in sensitive perceptions is an educational act of a social nature for teaching today and for the students’ holistic education.
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spelling TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKSCONCEPÇÕES DE PROFESSORES SOBRE IDENTIDADES JUVENIS NO CONTEXTO DAS REDES SOCIAIS VIRTUAISConcepções docentesIdentidades juvenisRedes sociais virtuaisJovensTeaching conceptsYouth identitiesVirtual social networksYoungThis article aims to discuss the conceptions of five high school teachers at the Federal Institute of Piauí about youth identities in the context of virtual social networks. This is a study with a qualitative approach and descriptive character. Teachers were interviewed between December 2017 and January 2018. The responses of those participants were interpreted using Discourse Analysis. The way those teachers perceive and characterize young people in the context of social networks enunciate a perspective of pluralized youth that is in constant transformations. It allows the detection of students’ needs in this scenario, such as guidelines and collective spaces that provide knowledge about emotional health, diversities, critical thinking, and life projects, among others. Education professionals should favor the dialogue with students and technologies. Therefore, recognizing subjective identities in sensitive perceptions is an educational act of a social nature for teaching today and for the students’ holistic education.Este artigo tem como objetivo discutir as concepções de cinco professores de Ensino Médio do Instituto Federal do Piauí sobre identidades juvenis no contexto das redes sociais virtuais. O estudo é de abordagem qualitativa e caráter descritivo. Os docentes foram entrevistados entre dezembro de 2017 e janeiro de 2018. As respostas desses sujeitos foram interpretadas pela Análise de Discurso. A forma como os professores entrevistados percebem os jovens no contexto das redes sociais enunciam uma perspectiva de juventude pluralizada e em constantes transformações. Permite detectar necessidades dos educandos nesse cenário, como orientações e espaços coletivos que propiciem conhecimentos sobre saúde emocional, diversidades, pensamento crítico e projeto de vida. Recomenda-se a abertura, por parte de profissionais da educação, ao diálogo com alunos e tecnologias, pois reconhecer as identidades subjetivas em percepções sensíveis é um ato educativo de caráter social para a docência na atualidade e para a formação integral dos educandos.Revista Prática Docente2020-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHumanasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/71610.23926/RPD.2526-2149.2020.v5.n2.p1314-1328.id716Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 2 (2020): May to August 2020; 1314-1328Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 2 (2020): Mayo a agosto 2020; 1314-1328Revista Prática Docente; v. 5 n. 2 (2020): Maio a Agosto de 2020 (Fluxo contínuo); 1314-13282526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/716/392Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCosta, Douglas Pereira da2022-06-03T13:01:46Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/716Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:01:46Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
CONCEPÇÕES DE PROFESSORES SOBRE IDENTIDADES JUVENIS NO CONTEXTO DAS REDES SOCIAIS VIRTUAIS
title TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
spellingShingle TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
Costa, Douglas Pereira da
Concepções docentes
Identidades juvenis
Redes sociais virtuais
Jovens
Teaching concepts
Youth identities
Virtual social networks
Young
title_short TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
title_full TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
title_fullStr TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
title_full_unstemmed TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
title_sort TEACHERS' CONCEPTIONS OF YOUTH IDENTITIES IN THE CONTEXT OF VIRTUAL SOCIAL NETWORKS
author Costa, Douglas Pereira da
author_facet Costa, Douglas Pereira da
author_role author
dc.contributor.author.fl_str_mv Costa, Douglas Pereira da
dc.subject.por.fl_str_mv Concepções docentes
Identidades juvenis
Redes sociais virtuais
Jovens
Teaching concepts
Youth identities
Virtual social networks
Young
topic Concepções docentes
Identidades juvenis
Redes sociais virtuais
Jovens
Teaching concepts
Youth identities
Virtual social networks
Young
description This article aims to discuss the conceptions of five high school teachers at the Federal Institute of Piauí about youth identities in the context of virtual social networks. This is a study with a qualitative approach and descriptive character. Teachers were interviewed between December 2017 and January 2018. The responses of those participants were interpreted using Discourse Analysis. The way those teachers perceive and characterize young people in the context of social networks enunciate a perspective of pluralized youth that is in constant transformations. It allows the detection of students’ needs in this scenario, such as guidelines and collective spaces that provide knowledge about emotional health, diversities, critical thinking, and life projects, among others. Education professionals should favor the dialogue with students and technologies. Therefore, recognizing subjective identities in sensitive perceptions is an educational act of a social nature for teaching today and for the students’ holistic education.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Humanas
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/716
10.23926/RPD.2526-2149.2020.v5.n2.p1314-1328.id716
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/716
identifier_str_mv 10.23926/RPD.2526-2149.2020.v5.n2.p1314-1328.id716
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/716/392
dc.rights.driver.fl_str_mv Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 2 (2020): May to August 2020; 1314-1328
Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 2 (2020): Mayo a agosto 2020; 1314-1328
Revista Prática Docente; v. 5 n. 2 (2020): Maio a Agosto de 2020 (Fluxo contínuo); 1314-1328
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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