Diário de classe : desenhos de uma usuária de redes sociais sobre a escola

• Autor(a) principal: Moreira-Leite, Joana Rodrigues
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/339
• topic: Escola; Discursos; Redes sociais; CNPQ::LINGUISTICA, LETRAS E ARTES; School; Discourses; Social networks

The aim of this thesis is to investigate through the community "Diary of Class" on the Facebook website, how a contemporary student and user of social networks has built in her discourse about current school. The main theoretical underpinning for the research is provided by Sibilia (2012), Tapscott (2010), Jesus (2007), Castells (1999), Castells & Cardoso (2005), Fairclough (2001), Scherrer-Warren (2011), Recuero (2009), Santaella & Lemos (2010), Santaella (2010), Rosa & Santos (2013), Hall (1997), Hall & Woodward (2000), Foucault (1987, 1998, 2012), Bourdieu (1989), Bourdieu & Passeron, (2009), Rojo (2009, 2012), Lanshear & Knobel (2006), Cope & Kalantzis (2000), Monte Mór (2013), Coffey (2010) and Maciel (2013) among others. The research questions are the following: 1) How does the student of the community "Diary of Class" build her discourse concerning about contemporary school? 2) How does the school react about the discourse of the student? 3) What is the meaning given to digital technologies for this student? The research methodology is based on interpretative approach (Flick, 2009; Bortoni-Ricardo, 2008). The results suggest that the student has had a contradictory discourse in some points, there were evidences of keeping a school with truth and discipline ideals. The teacher is the main actor in the teaching/learning process in a formal literacies perspective, and the changes requested reproduced hegemonic discourse. Even though the student has had some similar discourses to school, it has understood that the action of the student has been an affront to the school rules and it reacted against the discourse of the student. At the end, signals come up, in the student discourse, that digital technologies have an important bearing in her life because, by means of them, she could learn things that the school does not teach for her. Therefore, we conclude that there is still a lot to be discussed about school discourse for the construction of more meaningful drawings concerning the current education, giving place to more distributed power between school members, towards the increase in value of the multiple literacies, multiliteracies and critical literacies.