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Tecnologias de comunicação digital : uma proposta de uso do Facebook na educação superior
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Abstract(s)
O presente estudo busca investigar como as redes sociais digitais podem
auxiliar ou interferir no processo de ensino e na construção da aprendizagem.
O objetivo desta pesquisa é verificar as facilidades e dificuldades apresentadas
através da utilização do Facebook como instrumento pedagógico na educação
superior, especificamente na formação inicial de professores.
O embasamento teórico partiu da ideia de Castells (2003), que mostra como a
sociedade passou por várias transformações no âmbito educacional e com
advento das novas tendências tecnológicas, que acarretam em novas
metodologias de ensino. Dentro disso, Litwin (2001) levanta as possibilidades
que as inovações promovem, como a flexibilidade digital, facilitando as
interações entre professores e alunos e gerando novas competências e
habilidades. Para Moran (2001), o objetivo de educar para ação é colaborar
para que professores e alunos transformem suas vidas e relações em
processos permanentes de aprendizagem para que se tornarem cidadãos
produtivos nessa sociedade globalizada.
Este estudo trata-se de uma pesquisa de caráter qualitativo e quantitativo,
utilizamos o método de pesquisa-ação, tendo realizado observação participante
no desenvolvimento de atividades pedagógicas usando a rede social Facebook
e recorrido também à aplicação de um questionário para a realização da
pesquisa de campo, que ocorreu em duas universidades em São Paulo, sendo
que a primeira nos orientou e foi utilizada como projeto piloto. Após a
observação do objeto de estudo, identifica-se que para cada atividade
desenvolvida online houve um avanço diferenciado, promovendo flexibilidade
de comunicação entre os colegas da turma, as estudantes desenvolveram
autoconfiança, autoconhecimento, capacidade de criticar, analisar, justificar,
comentar, opinar, sugerir, perguntar e formular ideias e outros pontos que
trataremos no decorrer do trabalho. Neste contexto, concluímos que, apesar do Facebook ser uma plataforma
comercial e um atrativo para uso pessoal, também é um facilitador da
aprendizagem para a educação presencial. As ações pedagógicas realizadas
na rede social evidenciam as competências e habilidades de cada participante,
pois a atuação se constitui em um ato coletivo. Observamos que requer um
novo modo do aprender, novos olhares e ações dos envolvidos que são
responsáveis pela própria aprendizagem.
The present study seeks to investigate how digital social networks can help or interfere in the teaching process and in the construction of learning. The purpose of this research is to verify the facilities and difficulties presented through the use of Facebook as a pedagogical instrument in higher education, specifically in the initial teacher training. The theoretical basis was based on the idea of Castells (2003), which shows how society underwent several transformations in the educational field and with the advent of new technological trends, which lead to new teaching methodologies. Within this, Litwin (2001) raises the possibilities that innovations promote, such as digital flexibility, facilitating interactions between teachers and students and generating new skills and abilities. For Moran (2001), the aim of educating for action is to help teachers and students transform their lives and relationships into permanent learning processes so that they become productive citizens in this globalized society. This study is a qualitative and quantitative research, we used the actionresearch method, having participated in the development of pedagogical activities using the social network Facebook and also the application of a questionnaire to conduct the research of field, which occurred in two universities in São Paulo, and the first guided us and was used as a pilot project. After observing the object of study, it is identified that for each activity developed online there was a differentiated advancement, promoting flexibility of communication among classmates, students developed self-confidence, selfknowledge, ability to criticize, analyze, justify, comment, comment , suggest, ask and formulate ideas and other points that we will address in the course of the work. In this context, we conclude that, although Facebook is a commercial platform and attractive for personal use, it is also a learning facilitator for face-to-face education. The pedagogical actions carried out in the social network show the skills and abilities of each participant, since the action is a collective act. We observe that it requires a new way of learning, new looks and actions of those involved who are responsible for their own learning.
The present study seeks to investigate how digital social networks can help or interfere in the teaching process and in the construction of learning. The purpose of this research is to verify the facilities and difficulties presented through the use of Facebook as a pedagogical instrument in higher education, specifically in the initial teacher training. The theoretical basis was based on the idea of Castells (2003), which shows how society underwent several transformations in the educational field and with the advent of new technological trends, which lead to new teaching methodologies. Within this, Litwin (2001) raises the possibilities that innovations promote, such as digital flexibility, facilitating interactions between teachers and students and generating new skills and abilities. For Moran (2001), the aim of educating for action is to help teachers and students transform their lives and relationships into permanent learning processes so that they become productive citizens in this globalized society. This study is a qualitative and quantitative research, we used the actionresearch method, having participated in the development of pedagogical activities using the social network Facebook and also the application of a questionnaire to conduct the research of field, which occurred in two universities in São Paulo, and the first guided us and was used as a pilot project. After observing the object of study, it is identified that for each activity developed online there was a differentiated advancement, promoting flexibility of communication among classmates, students developed self-confidence, selfknowledge, ability to criticize, analyze, justify, comment, comment , suggest, ask and formulate ideas and other points that we will address in the course of the work. In this context, we conclude that, although Facebook is a commercial platform and attractive for personal use, it is also a learning facilitator for face-to-face education. The pedagogical actions carried out in the social network show the skills and abilities of each participant, since the action is a collective act. We observe that it requires a new way of learning, new looks and actions of those involved who are responsible for their own learning.
Description
Keywords
Comunicação digital Facebook Redes sociais Ensino superior Recursos educativos Formação de professores Digital communication Social networks Teaching resource Higher education
Citation
Fontana, Lígia de Assis Monteiro - Tecnologias de comunicação digital [Em linha]: uma proposta de uso do Facebook na educação superior. Lisboa: [s.n.], 410 p.