Conversas docentes no WhatsApp: uma pesquisa multirreferencial com os cotidianos

• Autor(a) principal: Jesus, Rosana Sales de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10065
• topic: Cyberculture; Multireferentiality; Routine; Subsumption notions; Subsubjective Notions; Whatsapp; Conversations; Peripheries; Formative experiences; Authorship; Cibercultura; Multirreferencialidade; Cotidianos; Noções subsunçoras; WhatsApp; Conversas; Periferias; Experiências formativas; Autoria; Redes sociais on-line; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This dissertation aims to understand how conversations carried out in WhatsApp can contribute to the formative process of a group of teachers of basic education in the contemporary world. The research takes a place in a public school in Rio de Janeiro and, as devices, cut face-to-face conversations and in WhatsApp, interactions in social networks between the group of teachers of the school unit and online diary. The methodology was inscribed in the movement of the epistemological perspective of the multireferentiality with the daily ones that proposes a plural view on the complex reality that is configured by means of practical objects, since it perceives the man in his social interactions, in his arts of the make. The possibility of understanding how these teaching practices happen daily through the use of digital media, in which the groups interact, problematize and activate devices, allows us to observe that the conversations between teachers should be placed at the center of the research work of our researches and to show how each one (re)invents daily his ways of acting and of expressing his different perspectives on teaching, thinking with the school and the sociotechnical context in which they are inserted. For this, we start with some guiding questions, such as (i) how, from these conversations, multireferential learning and teaching authorship materialize in this environment; and (ii) what meanings and meanings are produced in the peripheries and which reverberate in pedagogical practices from the dynamics of cyberculture. Through the analysis of the conversations between 18 people and based on the transversality of the theory and authorship of this researcher, the following subsumption notionsemerged: teacher training experiences in conversations with teachers (self, hetero and ecoformation); WhatsApp as a multireference and copyright learning device in the context of cyberculture; diving on the periphery - practices rewriting school history and our stories. We conclude that the conversations constitute a rich reference for thinking about the teaching practice, the role of the school, the acts of curriculum, the processes and formative experiences shared collectively and the complexity of education in the present day.