As redes “socioíntero-comunicacionais” no ensino remoto emergencial: uma netnografia sobre as redes sociais na educação durante a pandemia de Covid-19 em 2020 no Brasil

Abstract

The present research aimed to investigate the forms, motivations and impacts triggered by the use of social networks and digital applications in Brazilian Emergency Remote Teaching. Among the theoretical discussions is the fact of how social networks influenced politics through the use of algorithms, manipulating information by the outbreak of Fake News (MOZOROV, 2018), in addition to the growing commercial and capitalist influences (GALLOWAY, 2017; SILVA, 2021). In the flow of use and insertion of digital technologies throughout social development (CASTELLS, 1999; 2003; LÉVY, 1999), it is observed that the organic body has been transformed into a set of information that is represented by numbers, chips, passwords and even avatars (SANTAELLA; 2003; RÜDIGER, 2008; LEMOS, 2013), triggering the possibility of learning from a non-human device enabling new ways of learning, called connectivism (SIEMENS, 2004; MATTAR, 2013). A result of the Covid-19 pandemic, the so-called Emergency Remote Teaching (ERE) modality was adopted (HODGES et al., 2020). In this process, to continue the educational process, digital platforms and social networks used for interaction, communication and school learning (MOREIRA; HENRIQUES; BARROS, 2020; GOMES; DANTAS; BARBOSA, 2021). However, despite the appeals and controls that social networks have (RECUERO, 2010; GALLOWAY, 2017; ALBUQUERQUE, 2019), they have entered education, increasingly used by young people. The netnographic investigation (KOZINETS, 2014), sought through an on-line questionnaire with the participation of 50 professors from 11 Brazilian states and interviews with 17 professors from RS, SC, SP and CE, to determine how the teaching work process was. during the ERE. In the analyses, it was possible to observe that Brazilian teachers needed to quickly adapt to remote education, regardless of having the conditions, equipment or knowledge to perform such work, a time of numerous challenges and problems faced. In the view of the teachers, despite the evaluation process having been rethought and readjusted to the moment, there was a digital literacy, both for students and for teachers. Regarding the use of social networks, they configured as an important contribution to the contact, communication and interaction of the school community. However, these environments were not configured as spaces for effective learning and knowledge construction, due to the fact that the Brazilian reality presents a very large technological exclusion, involving economic and social inequality of Brazilian families, lack of access to internet connection devices, lack of or insufficiency of connections in certain geographical locations, physical structural problems of schools and lack of training for teachers, which starts from initial training.