REDES SOCIAIS COMO MEDIAÇÃO PEDAGÓGICA: UM ESTUDO DE CASO DAS REPRESENTAÇÕES SOCIAIS NO ENSINO SUPERIOR

Abstract

The objective of this study is the analysis the use of social networks as a tool or instrument used by the teacher in his/her role of mediation in the teaching and learning process. Its theoretical foundation relies on the works of Vygostky and Moscovici, in addition to using other authors who contribute to the theme as Araújo (2012), Gabriel (2010), Moran (2013), Sancho (2012) and Peixoto (2019a, 2011, 2016).This is considered a fertile research field and, for this reason, we propose, through this project, to study the use of these social networks in Education taking into account the mediation that can happen with the intentional interventions of the teachers. It is a case study (GODOY, 1995) that relies on qualitative and quantitative methods. The data were collected in the first semester of 2016 in a private higher education institution in Goiânia, in the fashion design course, that uses social networks in an interdisciplinary evaluative work in which the student needs to devise a concept and a collection of clothes that can be posted and evaluated through facebook. Seven teachers involved in a focus group agreed to discuss this interdisciplinary work virtually and also involving a face to face interaction. In addition, 192 participants (among students and former ones) answered an online questionnaire composed of 26 open and closed questions. The questions dealt about the students' experience in presenting the academic papers virtually, their involvement with social networks and the skills and competences acquired from the activity, as well as verifying the participation of the teacher as a mediator in the teaching and learning process. The case study made it possible to analyze the common-sense theories (MOSCOVICI, 2011) collectively constructed from an experience lived by a social group that, in this case, was characterized by the participation of the ones involved with the interdisciplinary work that culminated in a post in the social network facebook. The analysis of the data indicates some conflicts between the students' and teachers' understanding of the pedagogical value of the use of social networks. They are discussed seeking to clarify the main conclusions and also to answer the problem and the objectives of the research.