A inserção das mídias sociais e usos dos recursos tecnológicos na educação no ensino médio em escola pública

Abstract

The information society offers different forms of language expression, whether in written, visual or oral format. Therefore, it is necessary to implement the school environment, guaranteeing the student and student the skills and competences necessary to understand the information received, making critical analyzes of them and proposing, concretely, effective changes that produce new forms of communication. Given this context, this research aims to promote reflections on the use of social media and technological resources in high school, based on theoretical research and, also, the observations made by the researcher, in the classroom of a school. PublicSchool network, ColégioEstadual Castro Alves. It takes into account the practices adopted by the educator in the face of allchangesand, wihimprovementsthattheycanprovidewithintheteaching-learningprocessandon the access of students to these resources, in the current world. We want to know: State schools today, despite being inserted in the era of new technologies, TCs, still have difficulties in providingstudentswithaccessto social media and technological resources? Does this deficiency also extend to the teachers who carry out the work in the classroom? Does the teacher have access to the internet, in public schools, for use in the classroom? What are the consequences that these facts provide for the performance of teachers and, consequently, for the learning of male and female students? Being aware that social networks make collective practices possible, knowing that these allow students and students to be co-authors and also to actively and collaboratively participate in the learning process, how can we then counter passive and traditional teaching? We also highlight the advancement of technologies and their insertion in the classroom, seeking to understand the resources and make better use of them, in public schools. We believe that teachers and students, because they are immersed in the cultures of the media, bringeverydayexperiencestoschool. In this sense, bibliographic research is also part of the procedures of this investigation. It is also based on the normative documents that govern the educational laws of Brazil and that guarantee the rights of learning and development: the Federal Constitution of 1988, the Law of Directives and Bases of National Education nº 9394/96, the National Curriculum Parameters - PCN, the National Education Plan of 2014 and the Common National Curriculum Base - BNCC of 2017. We highlight the concepts and the importance of the role of technological resources and social media within public schools, as well as, which postures the teacher and the teachers can adopt in the face of all these changes and improvements that they can provide to them, within the teaching process