Resultado da análise

PROFESSORES E ALUNOS NO FACEBOOK: A COLABORAÇÃO COMO FORMA DE POTENCIALIZAR A AGÊNCIA

Resumo
Este estudo tem como objetivo descrever como professores e alunos se tornam agentes colaborativos utilizando grupos online no Facebook. Para compreendermos como tal processo ocorre, este artigo segue os princípios da Teoria da Atividade Sócio Histórico Cultural (TASCH) PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE.DATA (Leontiev, 1978; Vygotsky, 1987; Engeström, 2015) e está metodologicamente baseado na Pesquisa Crítica de Colaboração ADDIN EN.CITE <EndNote><Cite><Author>Magalhães</Author><Year>1998</Year><IDText>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</IDText><DisplayText>(Magalhães, 1998)</DisplayText><record><titles><title>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</title><secondary-title>The ESPecialist</secondary-title></titles><pages>169-184</pages><number>2</number><contributors><authors><author>Magalhães, Maria Cecília Camargo</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>São Paulo</pub-location><ref-type name="Journal Article">17</ref-type><dates><year>1998</year></dates><rec-number>201</rec-number><last-updated-date format="utc">1469694036</last-updated-date><volume>19</volume></record></Cite></EndNote>(Magalhães, 1998). Os dados utilizados foram coletados do feed de notícias de seis grupos no Facebook, sendo um grupo de professores e cinco grupos de professor-alunos, e de questionários, que foram respondidos pelos professores e alunos em momentos distintos. Os dados foram analisados seguindo-se os preceitos do interacionismo sócio discursivo ADDIN EN.CITE <EndNote><Cite><Author>Bronckart</Author><Year>1999</Year><IDText>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</IDText><DisplayText>(Bronckart, 1999)</DisplayText><record><dates><pub-dates><date>1999</date></pub-dates><year>1999</year></dates><titles><title>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</title></titles><contributors><authors><author>Bronckart, Jean-Paul</author></authors></contributors><edition>2ª</edition><added-date format="utc">1409900216</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><rec-number>252</rec-number><publisher>Educ</publisher><last-updated-date format="utc">1410335449</last-updated-date></record></Cite></EndNote>(Bronckart, 1999) e da análise de conversação ADDIN EN.CITE <EndNote><Cite><Author>Kerbrat-Orecchioni</Author><Year>2006</Year><IDText>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</IDText><DisplayText>(Kerbrat-Orecchioni, 2006)</DisplayText><record><titles><title>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</title><short-title>Análise da conversação: princípios e métodos</short-title></titles><contributors><authors><author>Kerbrat-Orecchioni, Catherine</author></authors></contributors><added-date format="utc">1409841419</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><dates><year>2006</year></dates><rec-number>80</rec-number><publisher>Parábola</publisher><last-updated-date format="utc">1410339812</last-updated-date></record></Cite></EndNote>(Kerbrat-Orecchioni, 2006). Os resultados das análises sugerem que os participantes apresentam uma evolução em relação à agência, e que devido ao caráter colaborativo da pesquisa, foi possível expandir as atividades além dos objetivos iniciais da pesquisa.

Teachers and students on Facebook: collaboration as a way of potentiating agency.

Abstract
This study aims at describing how teachers and students become collaborative agents by using online groups on Facebook. In order to understand how such a process occurs, this article follows the Cultural Historical Activity Theory principles PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE.DATA (Leontiev, 1978; Vygotsky, 1987; Engeström, 2015), and is methodologically based on the Critical Collaborative Research (Magalhães, 1998). Data used in this study were collected from the newsfeed of six groups on Facebook, being one group of teachers and five groups of teacher-students, and from questionnaires, which were responded to by teachers and students in different moment. Data were analyzed following the socio-discursive interactionism (Bronckart, 1999) and conversational analysis (Kerbrat-Orecchioni, 2006). Our results suggest that participants present an evolution in relation to agency, and due to the collaborative aspect of the research, it was possible to expand the activities beyond the initial research aims.
PROFESSORES E ALUNOS NO FACEBOOK: A COLABORAÇÃO COMO FORMA DE POTENCIALIZAR A AGÊNCIA

INTRODUÇÃO
As ferramentas de comunicação digital têm mudado a forma pela qual interagimos com os outros ADDIN EN.CITE <EndNote><Cite><Author>Ishtaiwa</Author><Year>2015</Year><IDText>The impact of Google Docs on student collaboration: A UAE case study </IDText><Pages>14</Pages><DisplayText>(Ishtaiwa e Aburezeq, 2015)</DisplayText><record><titles><title>The impact of Google Docs on student collaboration: A UAE case study </title><secondary-title>Learning, Culture and Social Interaction</secondary-title></titles><pages>85-96</pages><contributors><authors><author>Ishtaiwa, Fawzi Fayez</author><author>Aburezeq, Ibtehal Mahmoud</author></authors></contributors><added-date format="utc">1446546631</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>463</rec-number><last-updated-date format="utc">1472557801</last-updated-date><electronic-resource-num>10.1016/j.lcsi.2015.07.004</electronic-resource-num><volume>7</volume></record></Cite></EndNote>(Ishtaiwa e Aburezeq, 2015), e estão cada vez mais integradas ao nosso cotidiano ADDIN EN.CITE <EndNote><Cite><Author>Vivanco</Author><Year>2015</Year><IDText>Educacion y tecnologias de la informacion y la comunicacion ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora?</IDText><DisplayText>(Vivanco, 2015)</DisplayText><record><isbn>1809-449X</isbn><titles><title>Educacion y tecnologias de la informacion y la comunicacion ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora?</title><secondary-title>Revista Brasileira de Educacao</secondary-title></titles><pages>297-315</pages><number>61</number><contributors><authors><author>Vivanco, Georgina</author></authors></contributors><section>297</section><added-date format="utc">1474012616</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>680</rec-number><last-updated-date format="utc">1474012643</last-updated-date><electronic-resource-num>10.1590/S1413-24782015206102</electronic-resource-num><volume>20</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite></EndNote>(Vivanco, 2015). Isso foi possível graças às mudanças introduzidas pela chamada Web 2.0, que nos permite criar e compartilhar conteúdos de forma colaborativa na internet ADDIN EN.CITE <EndNote><Cite><Author>Albion</Author><Year>2008</Year><IDText>Web 2.0 in Teacher Education: Two Imperatives for Action</IDText><DisplayText>(Albion, 2008; Thomas e Li, 2008)</DisplayText><record><isbn>0738-0569</isbn><titles><title>Web 2.0 in Teacher Education: Two Imperatives for Action</title><secondary-title>Computers in the Schools</secondary-title></titles><pages>181-198</pages><number>3/4</number><contributors><authors><author>Albion, Peter</author></authors></contributors><section>181</section><added-date format="utc">1473405834</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2008</year></dates><rec-number>660</rec-number><last-updated-date format="utc">1473405834</last-updated-date><volume>25</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite><Cite><Author>Thomas</Author><Year>2008</Year><IDText>From Web 2.0 to Teacher 2.0</IDText><record><isbn>0738-0569</isbn><titles><title>From Web 2.0 to Teacher 2.0</title><secondary-title>Computers in the Schools</secondary-title></titles><pages>199-210</pages><number>3/4</number><contributors><authors><author>Thomas, David</author><author>Li, Qing</author></authors></contributors><section>199</section><added-date format="utc">1473405834</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2008</year></dates><rec-number>659</rec-number><last-updated-date format="utc">1473405834</last-updated-date><volume>25</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite></EndNote>(Albion, 2008; Thomas e Li, 2008).
Os Sites de Redes Sociais (SRS), como Facebook ou Twitter, são exemplos de ambientes digitais que possibilitam a colaboração entre os participantes. Além do mais, o Facebook possibilita, por exemplo, a criação de grupos, que podem ser utilizados para fins específicos (Autor et al, 2016). Por ser um aspecto conhecido dos participantes do Facebook, este tipo de funcionalidade dos SRS abre aos professores a possibilidade de criarem grupos on-line para fins educacionais ADDIN EN.CITE <EndNote><Cite><Author>Charlton</Author><Year>2012</Year><IDText>Enabling Creative Learning Design through Semantic Technologies</IDText><DisplayText>(Charlton<style face="italic"> et al.</style>, 2012)</DisplayText><record><keywords><keyword>Foreign Countries</keyword><keyword>Educational Technology</keyword><keyword>Instructional Design</keyword><keyword>Computer Software</keyword><keyword>Computer Software Evaluation</keyword><keyword>Programming</keyword><keyword>Computer System Design</keyword><keyword>Open Source Technology</keyword><keyword>Computational Linguistics</keyword><keyword>Natural Language Processing</keyword><keyword>Web Based Instruction</keyword><keyword>Intelligent Tutoring Systems</keyword><keyword>Vocabulary</keyword><keyword>Use Studies</keyword><keyword>Semantics</keyword><keyword>Peer Relationship</keyword><keyword>Workshops</keyword></keywords><isbn>1475-939X</isbn><titles><title>Enabling Creative Learning Design through Semantic Technologies</title><secondary-title>Technology, Pedagogy and Education</secondary-title><short-title>Enabling Creative Learning Design through Semantic Technologies</short-title></titles><pages>231-253</pages><number>2</number><contributors><authors><author>Charlton, Patricia</author><author>Magoulas, George</author><author>Laurillard, Diana</author></authors></contributors><added-date format="utc">1409841419</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2012</year></dates><rec-number>39</rec-number><last-updated-date format="utc">1471521352</last-updated-date><electronic-resource-num>10.1080/1475939x.2012.698165</electronic-resource-num><volume>21</volume></record></Cite></EndNote>(Charlton et al., 2012). Entretanto, essa integração da tecnologia digital não ocorre tão naturalmente no espaço escolar, pois, de acordo com Gomes ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Gomes</Author><Year>2015</Year><IDText>Quem tem medo da pedagogia?: contributos da teoria contemporanea da educacao para resistir ao "regresso ao basico"</IDText><DisplayText>(2015)</DisplayText><record><isbn>1809-449X</isbn><titles><title>Quem tem medo da pedagogia?: contributos da teoria contemporanea da educacao para resistir ao "regresso ao basico"</title><secondary-title>Revista Brasileira de Educacao</secondary-title></titles><pages>949-973</pages><number>63</number><contributors><authors><author>Gomes, Elisabete Xavier</author></authors></contributors><section>949</section><added-date format="utc">1474012616</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>678</rec-number><last-updated-date format="utc">1474012701</last-updated-date><electronic-resource-num>10.1590/S1413-24782015206308</electronic-resource-num><volume>20</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite></EndNote>(2015), há uma dificuldade da escola se abrir ao que é contemporâneo.
Nos últimos anos temos visto vários estudos sobre o uso de ferramentas digitais para fins educacionais, como por exemplo, sobre o uso de podcasts ADDIN EN.CITE <EndNote><Cite><Author>Freire</Author><Year>2015</Year><IDText>Potenciais cooperativos do podcast escolar por uma perspectiva freinetiana</IDText><DisplayText>(Freire, 2015)</DisplayText><record><isbn>1809-449X</isbn><titles><title>Potenciais cooperativos do podcast escolar por uma perspectiva freinetiana</title><secondary-title>Revista Brasileira de Educacao</secondary-title></titles><pages>1033-1056</pages><number>63</number><contributors><authors><author>Freire, Eugenio Paccelli Aguiar</author></authors></contributors><section>1033</section><added-date format="utc">1474012616</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>679</rec-number><last-updated-date format="utc">1474012736</last-updated-date><electronic-resource-num>10.1590/S1413-24782015206312</electronic-resource-num><volume>20</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite></EndNote>(Freire, 2015), ou sobre a implementação de tecnologias de informação no ambiente escolar ADDIN EN.CITE <EndNote><Cite><Author>Vivanco</Author><Year>2015</Year><IDText>Educacion y tecnologias de la informacion y la comunicacion ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora?</IDText><DisplayText>(Vivanco, 2015)</DisplayText><record><isbn>1809-449X</isbn><titles><title>Educacion y tecnologias de la informacion y la comunicacion ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora?</title><secondary-title>Revista Brasileira de Educacao</secondary-title></titles><pages>297-315</pages><number>61</number><contributors><authors><author>Vivanco, Georgina</author></authors></contributors><section>297</section><added-date format="utc">1474012616</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>680</rec-number><last-updated-date format="utc">1474012643</last-updated-date><electronic-resource-num>10.1590/S1413-24782015206102</electronic-resource-num><volume>20</volume><remote-database-name>WorldCat.org</remote-database-name></record></Cite></EndNote>(Vivanco, 2015). No caso mais específico do uso do Facebook, grande parte dos estudos focam em alunos universitários PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbGFnb3o8L0F1dGhvcj48WWVhcj4yMDEzPC9ZZWFyPjxJ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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbGFnb3o8L0F1dGhvcj48WWVhcj4yMDEzPC9ZZWFyPjxJ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ADDIN EN.CITE.DATA (Oldmeadow et al., 2012; Alagoz, 2013; Ledbetter e Finn, 2013) ou em professores que ainda estão em formação PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5DaGVuPC9BdXRob3I+PFllYXI+MjAxMTwvWWVhcj48SURU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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5DaGVuPC9BdXRob3I+PFllYXI+MjAxMTwvWWVhcj48SURU
ZXh0PlRoZSBJbnRlZ3JhdGlvbiBvZiBTeW5jaHJvbm91cyBDb21tdW5pY2F0aW9uIFRlY2hub2xv
Z3kgaW50byBTZXJ2aWNlIExlYXJuaW5nIGZvciBQcmUtU2VydmljZSBUZWFjaGVyczogT25saW5l
IFR1dG9yaW5nIG9mIE1pZGRsZSBTY2hvb2wgU3R1ZGVudHM8L0lEVGV4dD48RGlzcGxheVRleHQ+
KFllaCwgMjAxMDsgQ2hlbjxzdHlsZSBmYWNlPSJpdGFsaWMiPiBldCBhbC48L3N0eWxlPiwgMjAx
MTsgSG91LCAyMDE1KTwvRGlzcGxheVRleHQ+PHJlY29yZD48a2V5d29yZHM+PGtleXdvcmQ+TWlk
ZGxlIFNjaG9vbCBTdHVkZW50czwva2V5d29yZD48a2V5d29yZD5TZXJ2aWNlIExlYXJuaW5nPC9r
ZXl3b3JkPjxrZXl3b3JkPk1vdGl2YXRpb248L2tleXdvcmQ+PGtleXdvcmQ+VHV0b3JzPC9rZXl3
b3JkPjxrZXl3b3JkPlR1dG9yaW5nPC9rZXl3b3JkPjxrZXl3b3JkPlRlYWNoZXIgQXR0aXR1ZGVz
PC9rZXl3b3JkPjxrZXl3b3JkPkZvcmVpZ24gQ291bnRyaWVzPC9rZXl3b3JkPjxrZXl3b3JkPlN5
bmNocm9ub3VzIENvbW11bmljYXRpb248L2tleXdvcmQ+PGtleXdvcmQ+SW5mb3JtYXRpb24gVGVj
aG5vbG9neTwva2V5d29yZD48a2V5d29yZD5QcmVzZXJ2aWNlIFRlYWNoZXJzPC9rZXl3b3JkPjxr
ZXl3b3JkPlJlc2VhcmNoZXJzPC9rZXl3b3JkPjxrZXl3b3JkPlRlYWNoZXIgRWR1Y2F0b3JzPC9r
ZXl3b3JkPjxrZXl3b3JkPkNsYXNzcm9vbSBUZWNobmlxdWVzPC9rZXl3b3JkPjxrZXl3b3JkPlRl
YWNoZXIgU3R1ZGVudCBSZWxhdGlvbnNoaXA8L2tleXdvcmQ+PGtleXdvcmQ+QmVoYXZpb3IgUHJv
YmxlbXM8L2tleXdvcmQ+PGtleXdvcmQ+VGVhY2hlciBFZHVjYXRpb248L2tleXdvcmQ+PC9rZXl3
b3Jkcz48aXNibj4xMDk2LTc1MTY8L2lzYm4+PHRpdGxlcz48dGl0bGU+VGhlIEludGVncmF0aW9u
IG9mIFN5bmNocm9ub3VzIENvbW11bmljYXRpb24gVGVjaG5vbG9neSBpbnRvIFNlcnZpY2UgTGVh
cm5pbmcgZm9yIFByZS1TZXJ2aWNlIFRlYWNoZXJzOiBPbmxpbmUgVHV0b3Jpbmcgb2YgTWlkZGxl
IFNjaG9vbCBTdHVkZW50czwvdGl0bGU+PHNlY29uZGFyeS10aXRsZT5JbnRlcm5ldCBhbmQgSGln
aGVyIEVkdWNhdGlvbjwvc2Vjb25kYXJ5LXRpdGxlPjxzaG9ydC10aXRsZT5UaGUgSW50ZWdyYXRp
b24gb2YgU3luY2hyb25vdXMgQ29tbXVuaWNhdGlvbiBUZWNobm9sb2d5IGludG8gU2VydmljZSBM
ZWFybmluZyBmb3IgUHJlLVNlcnZpY2UgVGVhY2hlcnMmYW1wOyMwMzk7IE9ubGluZSBUdXRvcmlu
ZyBvZiBNaWRkbGUgU2Nob29sIFN0dWRlbnRzPC9zaG9ydC10aXRsZT48L3RpdGxlcz48cGFnZXM+
MjctMzM8L3BhZ2VzPjxudW1iZXI+MTwvbnVtYmVyPjxjb250cmlidXRvcnM+PGF1dGhvcnM+PGF1
dGhvcj5DaGVuLCBDaGFvLUhzaXU8L2F1dGhvcj48YXV0aG9yPkxpYW8sIENoZW4tSHVuZzwvYXV0
aG9yPjxhdXRob3I+Q2hlbiwgWWktQ2hpZWg8L2F1dGhvcj48YXV0aG9yPkxlZSwgQ2hlbi1GZW5n
PC9hdXRob3I+PC9hdXRob3JzPjwvY29udHJpYnV0b3JzPjxhZGRlZC1kYXRlIGZvcm1hdD0idXRj
Ij4xNDA5ODQxNDE5PC9hZGRlZC1kYXRlPjxyZWYtdHlwZSBuYW1lPSJKb3VybmFsIEFydGljbGUi
PjE3PC9yZWYtdHlwZT48ZGF0ZXM+PHllYXI+MjAxMTwveWVhcj48L2RhdGVzPjxyZWMtbnVtYmVy
PjQwPC9yZWMtbnVtYmVyPjxsYXN0LXVwZGF0ZWQtZGF0ZSBmb3JtYXQ9InV0YyI+MTQ3MTUyMTM3
NTwvbGFzdC11cGRhdGVkLWRhdGU+PGVsZWN0cm9uaWMtcmVzb3VyY2UtbnVtPjEwLjEwMTYvai5p
aGVkdWMuMjAxMC4wMi4wMDM8L2VsZWN0cm9uaWMtcmVzb3VyY2UtbnVtPjx2b2x1bWU+MTQ8L3Zv
bHVtZT48L3JlY29yZD48L0NpdGU+PENpdGU+PEF1dGhvcj5ZZWg8L0F1dGhvcj48WWVhcj4yMDEw
PC9ZZWFyPjxJRFRleHQ+SW50ZWdyYXRpbmcgQ29sbGFib3JhdGl2ZSBQQkwgd2l0aCBCbGVuZGVk
IExlYXJuaW5nIHRvIEV4cGxvcmUgUHJlc2VydmljZSBUZWFjaGVycyZhcG9zOyBEZXZlbG9wbWVu
dCBvZiBPbmxpbmUgTGVhcm5pbmcgQ29tbXVuaXRpZXM8L0lEVGV4dD48cmVjb3JkPjxrZXl3b3Jk
cz48a2V5d29yZD5QcmVzZXJ2aWNlIFRlYWNoZXJzPC9rZXl3b3JkPjxrZXl3b3JkPlByb2JsZW0g
QmFzZWQgTGVhcm5pbmc8L2tleXdvcmQ+PGtleXdvcmQ+UG9ydGZvbGlvcyAoQmFja2dyb3VuZCBN
YXRlcmlhbHMpPC9rZXl3b3JkPjxrZXl3b3JkPkNvb3BlcmF0aXZlIExlYXJuaW5nPC9rZXl3b3Jk
PjxrZXl3b3JkPkluZmx1ZW5jZXM8L2tleXdvcmQ+PGtleXdvcmQ+UHJlc2VydmljZSBUZWFjaGVy
IEVkdWNhdGlvbjwva2V5d29yZD48a2V5d29yZD5JbnN0cnVjdGlvbmFsIEVmZmVjdGl2ZW5lc3M8
L2tleXdvcmQ+PGtleXdvcmQ+RWxlY3Ryb25pYyBMZWFybmluZzwva2V5d29yZD48a2V5d29yZD5C
bGVuZGVkIExlYXJuaW5nPC9rZXl3b3JkPjxrZXl3b3JkPkludGVybmV0PC9rZXl3b3JkPjxrZXl3
b3JkPkNvbW11bml0eTwva2V5d29yZD48a2V5d29yZD5Db21wdXRlciBNZWRpYXRlZCBDb21tdW5p
Y2F0aW9uPC9rZXl3b3JkPjxrZXl3b3JkPkRpc2N1c3Npb24gR3JvdXBzPC9rZXl3b3JkPjxrZXl3
b3JkPkRpc2NvdXJzZSBBbmFseXNpczwva2V5d29yZD48a2V5d29yZD5Db250ZW50IEFuYWx5c2lz
PC9rZXl3b3JkPjwva2V5d29yZHM+PGlzYm4+MDc0Mi0wNTFYPC9pc2JuPjx0aXRsZXM+PHRpdGxl
PkludGVncmF0aW5nIENvbGxhYm9yYXRpdmUgUEJMIHdpdGggQmxlbmRlZCBMZWFybmluZyB0byBF
eHBsb3JlIFByZXNlcnZpY2UgVGVhY2hlcnMmYXBvczsgRGV2ZWxvcG1lbnQgb2YgT25saW5lIExl
YXJuaW5nIENvbW11bml0aWVzPC90aXRsZT48c2Vjb25kYXJ5LXRpdGxlPlRlYWNoaW5nIGFuZCBU
ZWFjaGVyIEVkdWNhdGlvbjogQW4gSW50ZXJuYXRpb25hbCBKb3VybmFsIG9mIFJlc2VhcmNoIGFu
ZCBTdHVkaWVzPC9zZWNvbmRhcnktdGl0bGU+PHNob3J0LXRpdGxlPkludGVncmF0aW5nIENvbGxh
Ym9yYXRpdmUgUEJMIHdpdGggQmxlbmRlZCBMZWFybmluZyB0byBFeHBsb3JlIFByZXNlcnZpY2Ug
VGVhY2hlcnMmYW1wOyMwMzk7IERldmVsb3BtZW50IG9mIE9ubGluZSBMZWFybmluZyBDb21tdW5p
dGllczwvc2hvcnQtdGl0bGU+PC90aXRsZXM+PHBhZ2VzPjE2MzAtMTY0MDwvcGFnZXM+PG51bWJl
cj44PC9udW1iZXI+PGNvbnRyaWJ1dG9ycz48YXV0aG9ycz48YXV0aG9yPlllaCwgWXUtY2h1PC9h
dXRob3I+PC9hdXRob3JzPjwvY29udHJpYnV0b3JzPjxhZGRlZC1kYXRlIGZvcm1hdD0idXRjIj4x
NDA5ODQxNDE5PC9hZGRlZC1kYXRlPjxyZWYtdHlwZSBuYW1lPSJKb3VybmFsIEFydGljbGUiPjE3
PC9yZWYtdHlwZT48ZGF0ZXM+PHllYXI+MjAxMDwveWVhcj48L2RhdGVzPjxyZWMtbnVtYmVyPjEx
NjwvcmVjLW51bWJlcj48bGFzdC11cGRhdGVkLWRhdGUgZm9ybWF0PSJ1dGMiPjE0NzE1MjE3MTQ8
L2xhc3QtdXBkYXRlZC1kYXRlPjxlbGVjdHJvbmljLXJlc291cmNlLW51bT4xMC4xMDE2L2oudGF0
ZS4yMDEwLjA2LjAxNDwvZWxlY3Ryb25pYy1yZXNvdXJjZS1udW0+PHZvbHVtZT4yNjwvdm9sdW1l
PjwvcmVjb3JkPjwvQ2l0ZT48Q2l0ZT48QXV0aG9yPkhvdTwvQXV0aG9yPjxZZWFyPjIwMTU8L1ll
YXI+PElEVGV4dD5XaGF0IG1ha2VzIGFuIG9ubGluZSBjb21tdW5pdHkgb2YgcHJhY3RpY2Ugd29y
az8gQSBzaXR1YXRlZCBzdHVkeSBvZiBDaGluZXNlIHN0dWRlbnQgdGVhY2hlcnPigJkgcGVyY2Vw
dGlvbnMgb2Ygb25saW5lIHByb2Zlc3Npb25hbCBsZWFybmluZzwvSURUZXh0PjxyZWNvcmQ+PGtl
eXdvcmRzPjxrZXl3b3JkPk9ubGluZSBjb21tdW5pdGllcyBvZiBwcmFjdGljZTwva2V5d29yZD48
a2V5d29yZD5MZWFybmluZy10by10ZWFjaDwva2V5d29yZD48a2V5d29yZD5TY2hvb2wgcGxhY2Vt
ZW50PC9rZXl3b3JkPjxrZXl3b3JkPkNoaW5lc2Ugdmlld3Mgb2YgbGVhcm5pbmc8L2tleXdvcmQ+
PC9rZXl3b3Jkcz48aXNibj4wNzQyLTA1MVg8L2lzYm4+PHRpdGxlcz48dGl0bGU+V2hhdCBtYWtl
cyBhbiBvbmxpbmUgY29tbXVuaXR5IG9mIHByYWN0aWNlIHdvcms/IEEgc2l0dWF0ZWQgc3R1ZHkg
b2YgQ2hpbmVzZSBzdHVkZW50IHRlYWNoZXJz4oCZIHBlcmNlcHRpb25zIG9mIG9ubGluZSBwcm9m
ZXNzaW9uYWwgbGVhcm5pbmc8L3RpdGxlPjxzZWNvbmRhcnktdGl0bGU+VGVhY2hpbmcgYW5kIFRl
YWNoZXIgRWR1Y2F0aW9uPC9zZWNvbmRhcnktdGl0bGU+PC90aXRsZXM+PHBhZ2VzPjYtMTY8L3Bh
Z2VzPjxjb250cmlidXRvcnM+PGF1dGhvcnM+PGF1dGhvcj5Ib3UsIEhlbmc8L2F1dGhvcj48L2F1
dGhvcnM+PC9jb250cmlidXRvcnM+PGFkZGVkLWRhdGUgZm9ybWF0PSJ1dGMiPjE0MTgxMTc0NDU8
L2FkZGVkLWRhdGU+PHJlZi10eXBlIG5hbWU9IkpvdXJuYWwgQXJ0aWNsZSI+MTc8L3JlZi10eXBl
PjxkYXRlcz48eWVhcj4yMDE1PC95ZWFyPjwvZGF0ZXM+PHJlYy1udW1iZXI+MzA4PC9yZWMtbnVt
YmVyPjxsYXN0LXVwZGF0ZWQtZGF0ZSBmb3JtYXQ9InV0YyI+MTQ3MTUyMTQwMjwvbGFzdC11cGRh
dGVkLWRhdGU+PGVsZWN0cm9uaWMtcmVzb3VyY2UtbnVtPjEwLjEwMTYvai50YXRlLjIwMTQuMTAu
MDA1PC9lbGVjdHJvbmljLXJlc291cmNlLW51bT48dm9sdW1lPjQ2PC92b2x1bWU+PC9yZWNvcmQ+
PC9DaXRlPjwvRW5kTm90ZT4A
ADDIN EN.CITE.DATA (Yeh, 2010; Chen et al., 2011; Hou, 2015). Dessa forma, há ainda uma falta de estudos que abranjam professores que já estejam trabalhando nas escolas e sobre alunos de outros níveis educacionais, como os do ensino fundamental ou médio.
Desta forma, este estudo tem como objetivo preencher as lacunas citadas anteriormente, analisando como alunos e professores do ensino médio utilizam grupos no Facebook para fins educacionais. Mais especificamente, abordamos nesse estudo como os participantes se tornam agentes nos grupos e como a agência dos participantes evolui ao longo do tempo. O uso dos grupos no Facebook proporciona aos professores e alunos um espaço colaborativo, possibilitando uma construção conjunta de conhecimento (Autor et al, 2016). Para entendermos a relação entre agência e colaboração, bem como sua evolução, é necessário definirmos tais conceitos, o que será feito na próxima seção deste artigo.

FUNDAMENTAÇÃO TEÓRICA
Alunos e professores como agentes colaborativos na escola
Muitos pesquisadores têm estudado como alunos e professores se tornam agentes no processo de ensino-aprendizagem PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5FYnJhaGltPC9BdXRob3I+PFllYXI+MjAxMTwvWWVhcj48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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5FYnJhaGltPC9BdXRob3I+PFllYXI+MjAxMTwvWWVhcj48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ADDIN EN.CITE.DATA (Gutstein, 2007; Kumpulainen et al., 2010; Ebrahim, 2011; Goodman e Eren, 2013; Hilppö et al., 2015; Sannino, 2015). Para tais pesquisadores, a agência é uma característica individual, e pode ser definida, por exemplo, como “o poder que os sujeitos têm para escolher o que acontecerá no futuro” ADDIN EN.CITE <EndNote><Cite><Author>Lindgren</Author><Year>2012</Year><IDText>Transforming Online Learning through Narrative and Student Agency</IDText><DisplayText>(Lindgren e Mcdaniel, 2012)</DisplayText><record><isbn>1436-4522</isbn><titles><title>Transforming Online Learning through Narrative and Student Agency</title><secondary-title>Educational Technology & Society</secondary-title></titles><pages>344-355</pages><number>4</number><contributors><authors><author>Lindgren, R.</author><author>McDaniel, R.</author></authors></contributors><added-date format="utc">1435046379</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2012</year></dates><rec-number>340</rec-number><last-updated-date format="utc">1435049022</last-updated-date><volume>15</volume></record></Cite></EndNote>(Lindgren e Mcdaniel, 2012), ou ainda, como “a capacidade que o indivíduo tem de fazer a diferença a uma condição ou estado pré-existente ADDIN EN.CITE <EndNote><Cite><Author>Giddens</Author><Year>1986</Year><IDText>The constitution of society. Outline of the Theory of Structuration</IDText><Pages>14</Pages><DisplayText>(Giddens, 1986)</DisplayText><record><dates><pub-dates><date>1986</date></pub-dates><year>1986</year></dates><titles><title>The constitution of society. Outline of the Theory of Structuration</title></titles><contributors><authors><author>Giddens, Anthony</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>Los Angeles</pub-location><ref-type name="Book">6</ref-type><rec-number>146</rec-number><publisher>University of California Press</publisher><last-updated-date format="utc">1409900215</last-updated-date></record></Cite></EndNote>(Giddens, 1986). Tais estudos focam, por exemplo, em como os alunos melhoram suas notas ou como os alunos se tornam mais engajados nas aulas. Como consequência, tais estudos deixam de considerar a possibilidade de colaboração entre os agentes.
Por este motivo, por entendermos o contexto educacional como um espaço potencialmente colaborativo, tais definições de agência não são suficientes para explicar as relações e interações entre os alunos e entre alunos e professores. Logo, como forma de complementar o conceito de agência, propomos a utilização do conceito de agência colaborativa. Inicialmente proposto por Miettinen ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Miettinen</Author><Year>2013</Year><IDText>Creative encounters and collaborative agency in science, technology and innovation</IDText><DisplayText>(2013)</DisplayText><record><titles><title>Creative encounters and collaborative agency in science, technology and innovation</title><secondary-title>Handbook of research on creativity</secondary-title></titles><pages>435-449</pages><contributors><authors><author>Miettinen, Reijo</author></authors></contributors><added-date format="utc">1435044064</added-date><ref-type name="Book Section">5</ref-type><dates><year>2013</year></dates><rec-number>338</rec-number><publisher>Edward Elgar Publishing</publisher><last-updated-date format="utc">1435044357</last-updated-date><contributors><secondary-authors><author>Thomas, Kerry</author><author>Chan, Janet</author></secondary-authors></contributors></record></Cite></EndNote>(2013), a agência colaborativa surge quando dois ou mais sujeitos de diferentes áreas se juntam para desenvolver um novo produto ou serviço, que não seriam capazes de desenvolver sozinhos.
Neste artigo, diferentemente de Miettinen, entendemos agência colaborativa como uma habilidade coletiva, na qual os sujeitos trabalham colaborativamente para encontrar uma solução para um dado problema, e ao mesmo tempo são capazes de transferir tal solução para algo além do objetivo inicial da atividade. Entretanto, para que tal processo ocorra, é necessário que os sujeitos, no nosso caso alunos e professores, primeiramente se tornem agentes. Ao se tornarem agentes, os alunos e professores têm a possibilidade de colaborar uns com os outros, e ao colaborarem, eles passam a visualizar um objeto coletivo, e não mais apenas os objetos individuais para a atividade em questão.
Para identificarmos o surgimento da agência colaborativa, entendemos que há duas maneiras: primeira, através dos resultados das atividades, ou seja, como as atividades iniciais se desenvolvem e são potencialmente expandidas para outros contextos; e segunda, através de marcadores linguísticos, como o uso de pronomes e verbos em primeira pessoa do plural, que podem indicar a colaboração entre os participantes.
A colaboração crítica e a Teoria da Atividade Histórico-Cultural
Para entendermos como os professores e alunos colaboram uns com os outros nos grupos no Facebook, e como se tornam agentes colaborativos durante o processo de ensino-aprendizagem, este estudo está baseado na Teoria da Atividade Sócio Histórico Cultural – TASCH PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5Fbmdlc3Ryw7ZtPC9BdXRob3I+PFllYXI+MjAxNTwvWWVh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ADDIN EN.CITE.DATA (Leontiev, 1978; Vygotsky, 1987; Van Oers, 2012; Engeström, 2015). Esta perspectiva teórica nos permite compreender como fatores contextuais influenciam e impactam as atividades analisadas.
De acordo com Leontiev ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Leontiev</Author><Year>1978</Year><IDText>Activity, consciousness and personality</IDText><DisplayText>(1978)</DisplayText><record><dates><pub-dates><date>1978</date></pub-dates><year>1978</year></dates><urls><related-urls><url>www.marxists.org_archive_leontev_works_activity-consciousness</url></related-urls></urls><titles><title>Activity, consciousness and personality</title></titles><contributors><authors><author>Leontiev, A. N.</author></authors></contributors><section>196</section><added-date format="utc">1409900216</added-date><pub-location>Englewood Cliffs, NJ</pub-location><ref-type name="Book">6</ref-type><rec-number>216</rec-number><publisher>Prentice Hall</publisher><last-updated-date format="utc">1469693608</last-updated-date></record></Cite></EndNote>(1978), toda atividade humana intencional é motivada por uma necessidade e orientada para um objeto. Por se tratar de uma comunidade escolar, é importante que as necessidades de cada parte envolvida sejam consideradas. Por exemplo, a equipe gestora pode ver a necessidade de se usar grupos no Facebook como uma forma de cumprir uma determinação dos Parâmetros Curriculares ADDIN EN.CITE <EndNote><Cite><Author>Brasil</Author><Year>2000</Year><IDText>Parâmetros Curriculares Nacionais [National Curricular Guidelines]</IDText><DisplayText>(Brasil, 2000)</DisplayText><record><dates><pub-dates><date>1999</date></pub-dates><year>2000</year></dates><urls><related-urls><url>http://portal.mec.gov.br/seb/arquivos/pdf/14_24.pdf</url></related-urls></urls><titles><title>Parâmetros Curriculares Nacionais [National Curricular Guidelines]</title></titles><contributors><authors><author>Brasil, MEC</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>Brasília</pub-location><ref-type name="Book">6</ref-type><rec-number>184</rec-number><publisher>Ministério da Educação e Cultura</publisher><last-updated-date format="utc">1453194020</last-updated-date></record></Cite></EndNote>(Brasil, 2000), enquanto os alunos veem o uso de mídias digitais em sala de aula como uma forma de trazer para a escola o que eles já usam em seu cotidiano.
Como pode ser esperado da perspectiva da TASCH, para realizar suas atividades o homem cria novas ferramentas ou adapta as já existentes, de forma que estas possam fazer a mediação do homem com o objeto da atividade ADDIN EN.CITE <EndNote><Cite><Author>Vygotsky</Author><Year>2001</Year><IDText>A construção do pensamento e da linguagem - trad. Paulo Bezerra</IDText><DisplayText>(Vygotsky, 2001)</DisplayText><record><dates><pub-dates><date>2001</date></pub-dates><year>2001</year></dates><titles><title>A construção do pensamento e da linguagem - trad. Paulo Bezerra</title></titles><contributors><authors><author>Vygotsky, L. S.</author></authors></contributors><added-date format="utc">1409900216</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><rec-number>241</rec-number><publisher>Martins Fontes</publisher><last-updated-date format="utc">1409900216</last-updated-date></record></Cite></EndNote>(Vygotsky, 2001). No nosso contexto de pesquisa, consideramos os grupos no Facebook como uma ferramenta comunicativa de mediação, que propicia aos participantes um ambiente com o potencial para o desenvolvimento de colaboração.
Juntamente com o processo de criação ou adaptação das ferramentas, os participantes da atividade estabelecem regras a serem seguidas ADDIN EN.CITE <EndNote><Cite><Author>Engeström</Author><Year>1999</Year><IDText>Activity theory and the social construction of knowledge: a story of four umpires</IDText><DisplayText>(Engeström, 1999)</DisplayText><record><dates><pub-dates><date>1999</date></pub-dates><year>1999</year></dates><titles><title>Activity theory and the social construction of knowledge: a story of four umpires</title></titles><contributors><authors><author>Engeström, Yrjö</author></authors></contributors><added-date format="utc">1409900216</added-date><pub-location>San Diego</pub-location><ref-type name="Book">6</ref-type><rec-number>237</rec-number><publisher>University of California</publisher><last-updated-date format="utc">1409900216</last-updated-date></record></Cite></EndNote>(Engeström, 1999). Entretanto, por se tratar de um ambiente novo em contexto escolar, o uso dos grupos no Facebook pode exigir a adaptação ou a criação de novas regras. Considerando que as atividades desenvolvidas pelos professores e alunos nos grupos do Facebook estão inseridas em um contexto que estimula a colaboração entre as partes, apesar de seguirem as regras estabelecidas, os participantes ainda dispõem de uma certa liberdade para alterá-las. Dessa forma, ao criar ou redefinir as regras colaborativamente, os participantes se sentem mais responsáveis e engajados nas atividades (Autor et al, 2016).
Para que tal ambiente colaborativo fosse possível aos participantes, nós seguimos a perspectiva da Pesquisa-Crítico Colaborativa (PCC) PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NYWdhbGjDo2VzPC9BdXRob3I+PFllYXI+MTk5ODwvWWVh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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NYWdhbGjDo2VzPC9BdXRob3I+PFllYXI+MTk5ODwvWWVh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ADDIN EN.CITE.DATA (Magalhães, 1998; Ninin, 2006; Liberali e Fuga, 2012). Para a PCC, todos os participantes, incluindo o pesquisador, são responsáveis pelo desenvolvimento das atividades, de forma que não haja imposição. Desta forma, a colaboração pode ser entendida como um processo de participação proposital, com discursos mediados por uma ferramenta e como forma de construção conjunta do conhecimento (Autor et al, 2016). Tais discursos apresentam um potencial para o desenvolvimento de conflitos, e que pela perspectiva da TASCH são resolvidos por meio da negociação de novos significados. Assim, espera-se que todos os participantes estejam em um constante processo de aprendizagem.

CONTEXTO DE PESQUISA
Este estudo é parte de uma pesquisa iniciada em julho de 2012 e contou com a participação de 43 professores e mais de 500 alunos dos dois últimos anos do ensino fundamental e alunos do ensino médio, todos da rede pública de ensino, sendo parte da região metropolitana de São Paulo e parte de escolas do sul de Minas Gerais. Dois tipos de grupos foram criados no Facebook: primeiro, um grupo somente para professores, no qual eles podiam trocar experiências sobre o uso de recursos digitais com os alunos; e segundo, grupos de professor-alunos, que poderiam ser utilizados de acordo com as necessidades específicas de cada sala, como por exemplo, para revisão de conteúdo ou para aprofundar o que fora discutido em sala de aula.
O objetivo inicial da criação do grupo de professores era o de possibilitar um canal de comunicação em um ambiente virtual entre professores de diferentes áreas, enquanto para os demais grupos era o de melhorar a comunicação entre professores e alunos, considerando que muitas vezes o grande número de alunos nas salas de aula não permite que o professor dê a atenção necessária a todos os alunos. Além disso, o uso de uma plataforma on-line aberta surge também como uma alternativa para minimizar a falta de acesso a ferramentas digitais nas escolas, visto que grande parte dos professores e alunos já estão conectados a tal rede. Logo, esta pesquisa contou apenas com materiais pertencentes aos professores e alunos, como telefones celulares ou tablets, não dependendo de recursos materiais das escolas.
Para que pudéssemos acompanhar o que era realizado dentro dos grupos de professor-alunos, cinco professores autorizaram a participação deste pesquisador nos mesmos. Neste estudo, focaremos em como a agência dos participantes evoluiu tanto no grupo de professores, quanto nos cinco grupos de professor-alunos. A Figura 1 demonstra como a pesquisa foi organizada de uma maneira geral.

Figura 1. Esquema da organização dos grupos de professores e grupos de professor-alunos no Facebook.

Participantes
Grupo de professores (GP): Dentre os 43 professores que participaram da pesquisa, dezoito foram convidados diretamente pelo pesquisador e os demais foram convidados e adicionados ao grupo pelos próprios professores. O grupo foi composto de trinta professoras e treze professores, todos graduados em suas respectivas áreas de ensino. Havia doze professores com menos de 30 anos de idade, quinze entre 31 e 40, e 16 com mais de 41 anos de idade. Com relação à experiência como docente, nove professores tinham de 3 a 5 anos, oito com 6 a 10, onze com 11 a 15, e quinze com mais de 16 anos de experiência. Todos os professores lecionavam em escolas públicas estaduais de São Paulo e de Minas Gerais.
Grupos de professor-alunos: Dos cinco grupos observados neste estudo, todos os professores se enquadravam nas duas primeiras faixas etárias descritas anteriormente. Os 385 alunos que participaram dos grupos tinham idade entre 14 e 18 anos. Os grupos foram nomeados de acordo com o nome da matéria que o professor lecionava, e serão referidos como G1-Biologia, G2-Ciências, G3-História, G4-Inglês e G5-Portugês.
Cada professor teve autonomia para escolher como trabalharia com os grupos e como selecionariam os alunos. No caso de G1-Biologia, G3-História e G5-Portugês, os professores trabalharam apenas com uma turma, enquanto no G2-Ciências e G4-Inglês, os professores convidaram mais de uma turma de alunos. Houve, ainda, casos de professores que trabalharam com mais de uma turma, utilizando um grupo para cada turma. A Tabela 1 apresenta como os grupos foram configurados com mais detalhes.

Tabela SEQ Table \* ARABIC 1. Organização geral dos grupos de professor-alunos
Grupo
Matéria
Idade do professor
Experiência do professor (em anos)
Localidade da escola
Aulas por semana
Número de alunos no grupo
Número de turmas no grupo
G1-Biologia
Biologia
26
5
Minas Gerais
2
22
1
G2-Sciences
Ciências
30
8
Minas Gerais
2
220
7
G3-História
História
26
5
Minas Gerais
2
33
1
G4-Inglês
Língua Inglesa
30
9
São Paulo
2
77
3
G5-Português
Língua Portuguesa
34/male
10
São Paulo
6
33
1

Fontes de dados
Os dados utilizados neste estudo compreendem os posts do grupo de professores, posts dos cinco grupos de professor-alunos, e questionários respondidos tanto pelos professores quanto pelos alunos.
Posts
Os posts do grupo de professores abrangem o período de junho/2012 a julho de 2014. No total, trinta e seis posts deste grupo foram analisados. Os posts dos grupos de professor-alunos abrangem o período de junho/2013 a julho de 2014. No total, 238 posts foram analisados. Para obtermos os posts, tanto dos professores quanto dos alunos, um arquivo em formato .pdf era gerado a cada seis meses, contendo todos os posts e comentários de cada período.
Questionários
Os questionários respondidos pelos professores tiveram como objetivo identificar as dificuldades enfrentadas pelos professores ao utilizar os grupos e possíveis soluções para melhorar o mesmo. O questionário continha oito questões e foi enviado aos professores como uma mensagem pessoal no Facebook.
Os questionários respondidos pelos alunos tiveram como objetivo entender a perspectiva dos alunos sobre o uso dos grupos. Os questionários foram criados utilizando-se o site freeonlinesurvey.com, e enviado aos alunos por meio de um link em agosto de 2013 e agosto de 2014, e pode ser acessado diretamente do grupo de professor-alunos. Cada questionário continha onze questões, sendo seis delas com uma única resposta possível, três nas quais os alunos podiam escolher mais de uma opção, e duas questões abertas.

Método de análise de dados
Neste estudo, os posts do grupo de professores, bem como os dos grupos de professor-alunos foram analisados seguindo-se os preceitos do interacionismo sócio discursivo ADDIN EN.CITE <EndNote><Cite><Author>Bronckart</Author><Year>1999</Year><IDText>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</IDText><DisplayText>(Bronckart, 1999)</DisplayText><record><dates><pub-dates><date>1999</date></pub-dates><year>1999</year></dates><titles><title>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</title></titles><contributors><authors><author>Bronckart, Jean-Paul</author></authors></contributors><edition>2ª</edition><added-date format="utc">1409900216</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><rec-number>252</rec-number><publisher>Educ</publisher><last-updated-date format="utc">1410335449</last-updated-date></record></Cite></EndNote>(Bronckart, 1999) e sob a perspectiva da análise de conversação ADDIN EN.CITE <EndNote><Cite><Author>Kerbrat-Orecchioni</Author><Year>2006</Year><IDText>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</IDText><DisplayText>(Kerbrat-Orecchioni, 2006)</DisplayText><record><titles><title>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</title><short-title>Análise da conversação: princípios e métodos</short-title></titles><contributors><authors><author>Kerbrat-Orecchioni, Catherine</author></authors></contributors><added-date format="utc">1409841419</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><dates><year>2006</year></dates><rec-number>80</rec-number><publisher>Parábola</publisher><last-updated-date format="utc">1410339812</last-updated-date></record></Cite></EndNote>(Kerbrat-Orecchioni, 2006). Consideramos, ainda, algumas características multimodais ADDIN EN.CITE <EndNote><Cite><Author>Kress</Author><Year>2003</Year><IDText>Literacy in the New Media Age</IDText><DisplayText>(Kress, 2003)</DisplayText><record><dates><pub-dates><date>2003</date></pub-dates><year>2003</year></dates><titles><title>Literacy in the New Media Age</title></titles><contributors><authors><author>Kress, Gunther</author></authors></contributors><added-date format="utc">1409900216</added-date><pub-location>London</pub-location><ref-type name="Book">6</ref-type><rec-number>239</rec-number><publisher>Routledge</publisher><last-updated-date format="utc">1409900216</last-updated-date></record></Cite></EndNote>(Kress, 2003) dos posts, que serão descritas na Tabela 2.
Para tal análise, utilizamos o programa Atlas.ti, que permite realizar análise qualitativa dos dados. Primeiramente, os posts foram codificados de acordo com que iniciava ou respondia (comentava), bem como o número de pessoas que “curtiam” ou “visualizavam” os posts, e a data em que tais interações ocorreram. É importante lembrarmos que consideramos quatro aspectos de um post: quem posta, quem comenta, quem curte e quem visualiza. Cada um desses aspectos requer um nível de ação maior que o outro, sendo postar o que demanda mais esforço e o visualizar, menos. Tal análise nos permitiu identificar como as interações evoluíram ao longo do tempo.
Em uma outra etapa da análise, consideramos também alguns aspectos linguísticos presentes nos posts: primeiro, fizemos um levantamento do uso de pronomes, o que nos possibilita entender a responsabilização enunciativa ADDIN EN.CITE <EndNote><Cite><Author>Bakhtin</Author><Year>1952</Year><IDText>Os gêneros do discurso [Discourse genres]</IDText><DisplayText>(Bakhtin, 1952)</DisplayText><record><dates><pub-dates><date>1952 2000</date></pub-dates><year>1952</year></dates><titles><title>Os gêneros do discurso [Discourse genres]</title><secondary-title>Estética da criação verbal</secondary-title></titles><contributors><authors><author>Bakhtin, Mikhail</author></authors></contributors><language>Português</language><added-date format="utc">1409900215</added-date><pub-location>São Paulo</pub-location><ref-type name="Book Section">5</ref-type><rec-number>187</rec-number><publisher>Martins Fontes</publisher><last-updated-date format="utc">1411114829</last-updated-date></record></Cite></EndNote>(Bakhtin, 1952), bem como o uso de formas verbais em primeira pessoa do plural, que, combinado ao uso de pronomes, nos possibilita entender a evolução da agência dos participantes. As respostas dos questionários – tanto dos professores quanto dos alunos – foram analisadas de duas formas: a partir do conteúdo temático ADDIN EN.CITE <EndNote><Cite><Author>Bronckart</Author><Year>1999</Year><IDText>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</IDText><DisplayText>(Bronckart, 1999)</DisplayText><record><dates><pub-dates><date>1999</date></pub-dates><year>1999</year></dates><titles><title>Atividade de linguagem, textos e discursos [Language activity, texts and discourses]</title></titles><contributors><authors><author>Bronckart, Jean-Paul</author></authors></contributors><edition>2ª</edition><added-date format="utc">1409900216</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><rec-number>252</rec-number><publisher>Educ</publisher><last-updated-date format="utc">1410335449</last-updated-date></record></Cite></EndNote>(Bronckart, 1999) e utilizando-se os mesmos aspectos linguísticos utilizados para análise dos posts.

Tabela 2. Categorias de análise
Posts
1. Quem posta
Professor ou aluno
2. Post comentado por
Professor ou aluno
3. Data e número de ocorrência
Os posts foram classificados de acordo com a data e contados por períodos
4. Visualizado por e Curtidas
O número de pessoas que visualizaram ou curtiram um post
5. Tipos de turnos
Iniciativo ou responsivo. Iniciativo: são turnos que iniciam um novo conteúdo temático para uma discussão. Responsivo: turnos que respondem a um turno iniciativo ou a outro responsivo
6. Conteúdo temático
O conteúdo temático é o tema principal que emerge de um discurso.
7. Responsabilidade enunciativa
A responsabilização enunciativa indica se uma pessoa se sente responsável por uma atividade ou se ela transfere a responsabilidade para outras pessoas. A responsabilização enunciativa é marcada pelo uso distinto dos pronomes (Eu/Nós, Ele/Eles).

Considerações sobre ética
Todos os professores e alunos participaram de forma voluntária e seus dados foram mantidos anônimos neste estudo. Nenhum nome de professo ou aluno foi utilizado, bem como o nível de privacidade de cada grupo no Facebook foi estabelecido como “secreto”, ou seja, apenas os participantes cadastrados podem participar ou visualizar as interações que ocorrem em cada grupo. Além disso, o consentimento dos responsáveis foi dado nos casos dos participantes menores de 18 anos. Finalmente, esta pesquisa foi aprovada pelo comitê de ética da Vrije Universiteit Amsterdam (Universidade Livre de Amsterdam).

RESULTADOS E DISCUSSÃO
Para que pudéssemos observar como os participantes se tornaram agentes durante o desenvolvimento das atividades, e como a agência evoluiu ao longo do tempo, dividimos o período de dois anos considerados neste estudo (de julho de 2012 a junho de 2014) em quatro períodos de seis meses. Esses períodos de tempo serão referidos a seguir como Período 1 (de 06/2012 a 12/2012), Período 2 (de 01/2013 a 06/2013), Período 3 (de 07/2013 a 12/2013), e Período 4 (de 01/2014 a 06/2014). Durante o Período 1, apenas o GP participou, enquanto os grupos de professor-alunos iniciaram as atividades no Período 2.

De participantes a agentes
O GP e os grupos de professor-alunos apresentaram padrões similares de uso nos dois primeiros períodos. Considerando-se o número de posts por período de tempo, o GP apresentou um aumento no número de interações do Período 1 para o 2. Esse aumento pode ser percebido pelo número de posts e pelo número de comentários nos posts do GP. Isso pode ser explicado pelo início das atividades nos grupos de professor-alunos, o que fez com que os professores passassem a discutir mais sobre o uso dos grupos de alunos no GP.
De acordo com Leontiev ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Leontiev</Author><Year>1978</Year><IDText>Activity, consciousness and personality</IDText><DisplayText>(1978)</DisplayText><record><dates><pub-dates><date>1978</date></pub-dates><year>1978</year></dates><urls><related-urls><url>www.marxists.org_archive_leontev_works_activity-consciousness</url></related-urls></urls><titles><title>Activity, consciousness and personality</title></titles><contributors><authors><author>Leontiev, A. N.</author></authors></contributors><section>196</section><added-date format="utc">1409900216</added-date><pub-location>Englewood Cliffs, NJ</pub-location><ref-type name="Book">6</ref-type><rec-number>216</rec-number><publisher>Prentice Hall</publisher><last-updated-date format="utc">1469693608</last-updated-date></record></Cite></EndNote>(1978), a necessidade é um dos fatores essenciais para a atividade humana. Logo, ao iniciarem o uso dos grupos com os alunos, os professores passam a ter a necessidade de discutir mais com os demais professores como fazer bom uso dos grupos com os alunos. Consequentemente, os professores do GP deixam de ser simples expectadores dentro do grupo e se constituem como agentes. Entretanto, esse engajamento dos professores no GP condiz com as definições de agência no nível individual, ou seja, como descrito por Giddens ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Giddens</Author><Year>1986</Year><IDText>The constitution of society. Outline of the Theory of Structuration</IDText><DisplayText>(1986)</DisplayText><record><dates><pub-dates><date>1986</date></pub-dates><year>1986</year></dates><titles><title>The constitution of society. Outline of the Theory of Structuration</title></titles><contributors><authors><author>Giddens, Anthony</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>Los Angeles</pub-location><ref-type name="Book">6</ref-type><rec-number>146</rec-number><publisher>University of California Press</publisher><last-updated-date format="utc">1409900215</last-updated-date></record></Cite></EndNote>(1986), os participantes começam a mudar um estado pré-existente da atividade.
O mesmo processo de aumento nas interações pode ser percebido nos grupos de professor-alunos. O número de posts passou de 24 para 94, o de comentários foi de 22 a 127, e o de curtidas passou de 47 a 170. O aumento no número de interações foi justificado pelos alunos através dos questionários: 50% dos alunos responderam que se sentiam mais engajados no uso dos grupos, e que conseguiram melhorar seu desempenho escolar, pois os posts possibilitavam maior discussão sobre os temas estudados em sala de aula.
Esse aumento no número de interações e de engajamento também pode ser entendido como um primeiro sinal de agência dos alunos. Entretanto, a agência está focada no nível do indivíduo, como descrito pela literatura existente ADDIN EN.CITE <EndNote><Cite><Author>Haapasaari</Author><Year>2015</Year><IDText>Transformative agency: The challenges of sustainability in a long chain of double stimulation </IDText><DisplayText>(Haapasaari e Kerosuo, 2015; Hilppö<style face="italic"> et al.</style>, 2015)</DisplayText><record><titles><title>Transformative agency: The challenges of sustainability in a long chain of double stimulation </title><secondary-title>Learning, Culture and Social Interaction</secondary-title></titles><pages>37-47</pages><contributors><authors><author>Haapasaari, Arja</author><author>Kerosuo, Hannele</author></authors></contributors><added-date format="utc">1446546759</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>464</rec-number><last-updated-date format="utc">1446546821</last-updated-date><electronic-resource-num>10.1016/j.lcsi.2014.07.006</electronic-resource-num><volume>4</volume></record></Cite><Cite><Author>Hilppö</Author><Year>2015</Year><IDText>Sense of agency and everyday life: Children's perspective</IDText><record><titles><title>Sense of agency and everyday life: Children's perspective</title><secondary-title>Learning, Culture and Social Interaction</secondary-title></titles><contributors><authors><author>Hilppö, Jaako</author><author>Lipponen, Lasse</author><author>Kumpulainen, Kristiina</author><author>Virlander, Marika</author></authors></contributors><added-date format="utc">1446546514</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2015</year></dates><rec-number>462</rec-number><last-updated-date format="utc">1446546579</last-updated-date><electronic-resource-num>10.1016/j.lcsi.2015.10.001</electronic-resource-num></record></Cite></EndNote>(Haapasaari e Kerosuo, 2015; Hilppö et al., 2015).
Uma forma de comprovar o nível individual da agência é através das escolhas lexicais dos alunos. Ao responderem no questionário “eu melhorei a minha nota”, ou “eu participo mais do grupo”, o uso do pronome eu indica o foco no sujeito, e não no coletivo.
De agentes individuais para colaboradores
Durante os períodos 2 e 3, há uma mudança no GP: com o aumento do uso dos grupos de professor-alunos, há uma queda no número de interações. Isso acorreu, de acordo com os professores do GP, por uma razão: por disporem de um tempo limitado para usar o Facebook, ao invés de discutir o que faziam com os alunos no GP, os professores optaram por dar mais atenção aos grupos de alunos.
Neste momento, podemos entender o movimento de ruptura com o GP como uma forma de agência dos professores. Ao perceberem que não conseguiriam atender às demandas dos dois grupos que participavam, os professores optam por participar apenas do grupo de alunos. Mesmo sendo uma ação individual, ou seja, tomada por cada professor, há uma tendência pela escolha de colaborar com os alunos.
Apesar de diminuírem o uso do GP, os professores entenderam o uso de grupos do Facebook como uma forma de possibilitar a colaboração entre a comunidade escolar. Para um dos professores, “o uso do Facebook seria possível na escola se nós [professores] discutíssemos com os alunos formas de usá-los”. De acordo com Magalhães ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Magalhães</Author><Year>1998</Year><IDText>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</IDText><DisplayText>(1998; 2016)</DisplayText><record><titles><title>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</title><secondary-title>The ESPecialist</secondary-title></titles><pages>169-184</pages><number>2</number><contributors><authors><author>Magalhães, Maria Cecília Camargo</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>São Paulo</pub-location><ref-type name="Journal Article">17</ref-type><dates><year>1998</year></dates><rec-number>201</rec-number><last-updated-date format="utc">1469694036</last-updated-date><volume>19</volume></record></Cite><Cite ExcludeAuth="1"><Author>Magalhães</Author><Year>2016</Year><IDText>Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and writing</IDText><record><urls><related-urls><url>http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/24205</url></related-urls></urls><titles><title>Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and writing</title><secondary-title>Outlines</secondary-title></titles><pages>39-61</pages><number>1</number><contributors><authors><author>Magalhães, Maria Cecília Camargo</author></authors></contributors><added-date format="utc">1473327506</added-date><ref-type name="Journal Article">17</ref-type><dates><year>2016</year></dates><rec-number>658</rec-number><last-updated-date format="utc">1473327571</last-updated-date><volume>17</volume></record></Cite></EndNote>(1998; 2016), a fala do professor pode ser entendida como um movimento em direção à colaboração crítica, uma vez que as regras da atividade seriam estabelecidas com os alunos, e não impostas aos alunos.
Em relação aos grupos de professor-alunos, houve um aumento constante no número de interações entre um período e outro. Tal aumento pode ser comprovado pelo número de posts e de comentários dos alunos em cada post. No primeiro período dos grupos de professor-alunos (Período 2), houve uma média de 2 comentários por post, enquanto no segundo, essa média foi de 6.
De acordo com as respostas dadas pelos alunos nos questionários, o uso dos grupos no Facebook possibilitou mais colaboração entre os alunos. Um dos alunos respondeu que “se o professor não responde, os outros colegas respondem nossas perguntas”. O uso da forma plural na segunda frase pode ser entendido como uma forma de implicar os outros colegas na atividade, conforme descrito por Kerbrat-Orecchioni ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Kerbrat-Orecchioni</Author><Year>2006</Year><IDText>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</IDText><DisplayText>(2006)</DisplayText><record><titles><title>Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]</title><short-title>Análise da conversação: princípios e métodos</short-title></titles><contributors><authors><author>Kerbrat-Orecchioni, Catherine</author></authors></contributors><added-date format="utc">1409841419</added-date><pub-location>São Paulo</pub-location><ref-type name="Book">6</ref-type><dates><year>2006</year></dates><rec-number>80</rec-number><publisher>Parábola</publisher><last-updated-date format="utc">1410339812</last-updated-date></record></Cite></EndNote>(2006).
O uso dos grupos no Facebook também foi visto pelos alunos como uma forma de colaborar com os alunos que faltaram às aulas. De acordo com um dos alunos, “quando eu falto às aulas, eu posso ver o que aconteceu na sala pois os colegas postam coisas no grupo do Facebook”. Apesar de incluir e responsabilizar os colegas, como sugerido por Bakhtin ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Bakhtin</Author><Year>1952</Year><IDText>Os gêneros do discurso [Discourse genres]</IDText><DisplayText>(1952)</DisplayText><record><dates><pub-dates><date>1952 2000</date></pub-dates><year>1952</year></dates><titles><title>Os gêneros do discurso [Discourse genres]</title><secondary-title>Estética da criação verbal</secondary-title></titles><contributors><authors><author>Bakhtin, Mikhail</author></authors></contributors><language>Português</language><added-date format="utc">1409900215</added-date><pub-location>São Paulo</pub-location><ref-type name="Book Section">5</ref-type><rec-number>187</rec-number><publisher>Martins Fontes</publisher><last-updated-date format="utc">1411114829</last-updated-date></record></Cite></EndNote>(1952), por postarem nos grupos, o resultado da ação ainda está focado no nível individual (eu posso ver).
Uma outra vantagem da colaboração nos grupos de professor-alunos foi que o tempo para se ter uma resposta às dúvidas ficou mais rápido, o que de acordo com os alunos também resultou em uma melhora do aprendizado: “Eu aprendo mais quando os outros colegas respondem. Às vezes eles têm uma resposta mais interessante que o professor!”.
Neste último caso, podemos entender que o grupo de professor-alunos possibilitou uma nova organização do contexto de ensino-aprendizagem. Ao colaborarem uns com os outros, os alunos desprendem-se do modelo tradicional de ensino, como descrito por Freire ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Freire</Author><Year>1987</Year><IDText>Pedagogia do oprimido</IDText><DisplayText>(1987)</DisplayText><record><titles><title>Pedagogia do oprimido</title></titles><contributors><authors><author>Freire, Paulo</author></authors></contributors><edition>17</edition><added-date format="utc">1478772584</added-date><pub-location>Rio de Janeiro</pub-location><ref-type name="Book">6</ref-type><dates><year>1987</year></dates><rec-number>735</rec-number><publisher>Paz e Terra</publisher><last-updated-date format="utc">1478772636</last-updated-date></record></Cite></EndNote>(1987), no qual o professor ensina e o aluno aprende. Ao usarem os grupos, o conhecimento passa a ser visto como algo colaborativamente construído, e não mais como algo transmitido. Entretanto, mesmo colaborando mais uns com os outros, a agência dos alunos ainda é focada nos benefícios individuais, enquanto colaborando uns com os outros.

Da colaboração para agência colaborativa
Conforme descrito nas duas seções anteriores, nós observamos um processo de mudança nos participantes da pesquisa: primeiro, passam de expectadores para agentes individuais; e em seguida, de agentes individuais para colaboradores. Entretanto, há ainda uma última etapa deste processo de transformação que precisa ser explicada: como os sujeitos passam de colaboradores para agentes colaborativos.
No caso do GP, pudemos observar o surgimento da agência colaborativa em duas situações distintas: primeiramente, professores que participavam do GP expandiram o uso de grupos no Facebook, criando grupos menores para usarem com colegas que trabalhavam na mesma escola; segundo, quando algumas escolas cederam tempo das reuniões quinzenais para que os professores pudessem trabalhar questões ligadas ao uso do Facebook em sala de aula.
No primeiro exemplo, a criação dos grupos foi possível devido à agência de todos envolvidos na atividade. Entretanto, como proposto por Miettinen ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Miettinen</Author><Year>2010</Year><IDText>Creative encounters and the emergence of object-oriented collaborative agency</IDText><DisplayText>(2010; 2013)</DisplayText><record><titles><title>Creative encounters and the emergence of object-oriented collaborative agency</title><secondary-title>European Group of Organizational Studies</secondary-title></titles><contributors><authors><author>Miettinen, Reijo</author></authors></contributors><added-date format="utc">1458206052</added-date><pub-location>Lisbon</pub-location><ref-type name="Conference Paper">47</ref-type><dates><year>2010</year></dates><rec-number>531</rec-number><publisher>EGOS</publisher><last-updated-date format="utc">1458206251</last-updated-date></record></Cite><Cite ExcludeAuth="1"><Author>Miettinen</Author><Year>2013</Year><IDText>Creative encounters and collaborative agency in science, technology and innovation</IDText><record><titles><title>Creative encounters and collaborative agency in science, technology and innovation</title><secondary-title>Handbook of research on creativity</secondary-title></titles><pages>435-449</pages><contributors><authors><author>Miettinen, Reijo</author></authors></contributors><added-date format="utc">1435044064</added-date><ref-type name="Book Section">5</ref-type><dates><year>2013</year></dates><rec-number>338</rec-number><publisher>Edward Elgar Publishing</publisher><last-updated-date format="utc">1435044357</last-updated-date><contributors><secondary-authors><author>Thomas, Kerry</author><author>Chan, Janet</author></secondary-authors></contributors></record></Cite></EndNote>(2010; 2013), o objeto da atividade passa a ser algo coletivo, e não mais individual. Ao proporem o uso do grupo na escola, os professores que participavam do GP tiveram que contar também com a agência dos demais professores da escola para que o grupo viesse a funcionar. Este fato pode ser justificado pelo fato de que leva-se muito tempo para se criar um ambiente colaborativo confiável entre os participantes ADDIN EN.CITE <EndNote><Cite><Author>Senge</Author><Year>2009</Year><IDText>Education for an Interdependent World</IDText><DisplayText>(Senge, 2009)</DisplayText><record><dates><pub-dates><date>2010</date></pub-dates><year>2009</year></dates><titles><title>Education for an Interdependent World</title><secondary-title>Second International Handbook of Educational Change</secondary-title></titles><pages>131-151</pages><contributors><authors><author>Senge, Peter M.</author></authors></contributors><added-date format="utc">1409900216</added-date><pub-location>London & New York</pub-location><ref-type name="Book Section">5</ref-type><rec-number>265</rec-number><publisher>Springer</publisher><last-updated-date format="utc">1410341747</last-updated-date><contributors><secondary-authors><author>Hargreaves, A.</author><author>Lieberman, A.</author><author>Fullan, M.</author><author>Hopkins, D.</author></secondary-authors></contributors><volume>23</volume></record></Cite></EndNote>(Senge, 2009), e que este fator poderia ser reduzido ao se trabalhar com pessoas mais próximas.
No segundo exemplo, ao ceder um tempo das reuniões semanais aos professores, a equipe gestora da escola também se mostra envolvida para alcançar possíveis transformações na escola. Desta forma, entendemos que há um movimento em direção à agência colaborativa, pois diferentes partes trabalham colaborativamente para que uma transformação seja alcançada.
De acordo com Magalhães ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Magalhães</Author><Year>2006</Year><IDText>Intervention research in school contexts for teacher continuing education: critical research of collaboration</IDText><DisplayText>(2006)</DisplayText><record><titles><title>Intervention research in school contexts for teacher continuing education: critical research of collaboration</title><secondary-title>Language in Action</secondary-title></titles><contributors><authors><author>Magalhães, Maria Cecília Camargo</author></authors></contributors><added-date format="utc">1435663858</added-date><pub-location>Jyväskylä</pub-location><ref-type name="Conference Proceedings">10</ref-type><dates><year>2006</year></dates><rec-number>352</rec-number><last-updated-date format="utc">1435663946</last-updated-date></record></Cite></EndNote>(2006), as transformações nas atividades são possíveis apenas quando os participantes atuam colaborativamente. Entretanto, transformações em contexto escolar tendem a ser relativamente lentas, como descrito por Parrilla ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Parrilla</Author><Year>2004</Year><IDText>Os grupos de apoio entre professores no contexto espanhol: origem, sentido e justificativa [Support groups among teachers in the Spanish context: origin, meaning and justification]</IDText><DisplayText>(2004)</DisplayText><record><dates><pub-dates><date>2004</date></pub-dates><year>2004</year></dates><titles><title>Os grupos de apoio entre professores no contexto espanhol: origem, sentido e justificativa [Support groups among teachers in the Spanish context: origin, meaning and justification]</title><secondary-title>Criação e desenvolvimento de grupos de apoio entre professores</secondary-title></titles><contributors><authors><author>Parrilla, Angeles</author></authors></contributors><added-date format="utc">1409900216</added-date><pub-location>São Paulo</pub-location><ref-type name="Book Section">5</ref-type><rec-number>206</rec-number><publisher>Edições Loyola</publisher><last-updated-date format="utc">1435656548</last-updated-date><contributors><secondary-authors><author>Daniels, Harry</author></secondary-authors></contributors></record></Cite></EndNote>(2004), para que as mesmas não criem tensões excessivas entre os participantes, o que pode comprometer os resultados esperados.
Já nos grupos de professor-alunos, a agência colaborativa pode ser identificada de duas maneiras: através do aumento do uso de frases no plural (tanto nos posts quanto nos questionários), e pela expansão do uso dos grupos para outros contextos.
O primeiro caso pode ser exemplificado por excertos tirados dos posts tais como: “nós temos que trabalhar juntos para fazer este texto, e não cada um fazer uma parte”, ou “nós precisamos de ajuda aqui. Quem pode ajudar”. Ainda, através dos questionários, alguns alunos enfatizaram: “nós podemos ver vídeos que nos ajudam fora da escola”, “nós podemos resolver nossas dúvidas com o professor ou com os outros alunos”, ou ainda, “os grupos são bons pois podem ser utilizados a qualquer momento”. O uso de formas no plural é, de acordo com Magalhães ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Magalhães</Author><Year>1998</Year><IDText>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</IDText><DisplayText>(1998)</DisplayText><record><titles><title>Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]</title><secondary-title>The ESPecialist</secondary-title></titles><pages>169-184</pages><number>2</number><contributors><authors><author>Magalhães, Maria Cecília Camargo</author></authors></contributors><added-date format="utc">1409900215</added-date><pub-location>São Paulo</pub-location><ref-type name="Journal Article">17</ref-type><dates><year>1998</year></dates><rec-number>201</rec-number><last-updated-date format="utc">1469694036</last-updated-date><volume>19</volume></record></Cite></EndNote>(1998), um indicador de que os participantes estão engajados e comprometidos com o desenvolvimento e criação de um ambiente colaborativo.
Com relação à expansão do uso dos grupos, os alunos, ao perceberem o potencial do uso dos grupos no Facebook para fins educacionais, convidaram outros professores para participar dos grupos, ou ainda, criaram novos grupos para que pudessem trabalhar com as diversas disciplinas do currículo escolar com seus respectivos professores.
Essa expansão, que aqui denominamos agência colaborativa, foi possível pois, conforme citado anteriormente, houve a participação da equipe gestora, dos professores e dos alunos para que os grupos se tornassem um espaço para a realização de atividades escolares, tanto dentro quanto fora da sala de aula. De acordo com Miettinen ADDIN EN.CITE <EndNote><Cite ExcludeAuth="1"><Author>Miettinen</Author><Year>2013</Year><IDText>Creative encounters and collaborative agency in science, technology and innovation</IDText><DisplayText>(2013)</DisplayText><record><titles><title>Creative encounters and collaborative agency in science, technology and innovation</title><secondary-title>Handbook of research on creativity</secondary-title></titles><pages>435-449</pages><contributors><authors><author>Miettinen, Reijo</author></authors></contributors><added-date format="utc">1435044064</added-date><ref-type name="Book Section">5</ref-type><dates><year>2013</year></dates><rec-number>338</rec-number><publisher>Edward Elgar Publishing</publisher><last-updated-date format="utc">1435044357</last-updated-date><contributors><secondary-authors><author>Thomas, Kerry</author><author>Chan, Janet</author></secondary-authors></contributors></record></Cite></EndNote>(2013), todas as partes envolvidas na atividade devem apresentar um certo nível de comprometimento para que haja o desenvolvimento da mesma.
Consequentemente, a colaboração obtida através do uso dos grupos no Facebook como uma ferramenta comunicativa, puderam ser expandidos para o ambiente da sala de aula. De acordo com os alunos, depois do uso dos grupos no Facebook, as discussões em sala de aula ficaram mais interessantes e dinâmicas, mesmo havendo alunos que não tivessem participado das discussões online. Houve ainda casos, como o relatado pelo professor do G1-Biologia, que ao pedir que os alunos pesquisassem sobre plantas exóticas, houve tantos exemplos encontrados online pelos alunos que ele não teve tempo de discutir todos em sala de aula.

CONCLUSÕES
Neste estudo mostramos um processo no qual os participantes partem de meros expectadores de uma atividade para se tornarem agentes colaborativos das atividades escolares. Dentre os fatores que possibilitaram tal evolução, podemos destacar o caráter colaborativo da pesquisa, que se enquadra na metodologia da Pesquisa-Crítica de Colaboração (PCC), como descrito por Magalhães e suas colegas PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NYWdhbGjDo2VzPC9BdXRob3I+PFllYXI+MjAxNDwvWWVh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 EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5NYWdhbGjDo2VzPC9BdXRob3I+PFllYXI+MjAxNDwvWWVh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 EN.CITE.DATA (Liberali e Fuga, 2012; Ninin, 2013; Magalhães, 2014). Isso se dá pois a PCC possibilita que todas as partes envolvidas na pesquisa – de alunos à equipe gestora da escola – tenham voz, de forma que as regras das atividades sejam criadas colaborativamente, e não impostas.
Nos dois tipos de grupos no Facebook utilizados neste estudo, apesar de terem sidos utilizados de forma distinta, ambos os grupos apresentaram um processo semelhante de expansão. Tal processo pode ser melhor visualizado na Figura 2. No caso do GP, ao perceberem o potencial do grupo no Facebook para ser utilizado para fins educacionais, os professores criaram novos grupos em suas escolas e passaram a contar com a colaboração de outros professores que não participavam do projeto inicial. Ainda, os professores contaram com a colaboração da equipe gestora para que pudessem discutir o uso de mídias digitais no contexto escolar. De acordo com Autor (artigo em revisão), tal expansão e transformações do contexto devem-se à manifestação da agência colaborativa dos participantes.

Figura 2. Resumo da expansão das atividades em cada tipo de grupo.

Nos grupos de professor-alunos, ao utilizar o grupo com mais frequência, os alunos começaram a colaborar mais uns com os outros, tanto online quanto em sala. Consequentemente, decidiram criar mais grupos no Facebook para que outros professores também pudessem participar.
Desta forma, entendemos que a expansão da atividade para outros contextos é dependente do engajamento e participação das várias partes envolvidas. Logo, o conceito de agência, conforme vem sendo descrito na literatura PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbmRlcnNvbjwvQXV0aG9yPjxZZWFyPjIwMTA8L1llYXI+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ADDIN EN.CITE PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5BbmRlcnNvbjwvQXV0aG9yPjxZZWFyPjIwMTA8L1llYXI+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ADDIN EN.CITE.DATA (Edwards e Arcy, 2004; Anderson, 2010; Bahou, 2012; Feryok, 2012), não é o bastante para explicar tais movimentos de expansão das atividades.
Considerando-se o contexto escolar como um ambiente potencialmente colaborativo, é necessário considerarmos aspectos teóricos que supram as demandas de tal ambiente. O conceito de agência colaborativa proposto neste artigo visa suprir tal demanda, pois, além de considerar os indivíduos (sejam alunos, professores ou equipe gestora), os considera como uma totalidade, dentro de uma comunidade. Consequentemente, as transformações obtidas em um contexto que propicie a agência colaborativa terão uma maior possibilidade de serem mantidas após o fim da intervenção no contexto escolar.

REFERÊNCIAS
ADDIN EN.REFLIST ALAGOZ, E. Social argumentation in online synchronous communication. An Official Publication of the International Society of the Learning Sciences, v. 8, n. 4, p. 399-426, 2013. ISSN 1556-1607.

ALBION, P. Web 2.0 in Teacher Education: Two Imperatives for Action. Computers in the Schools, v. 25, n. 3/4, p. 181-198, 2008. ISSN 0738-0569.

ANDERSON, L. Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools. Harvard Educational Review, v. 80, n. 4, p. 541-572, 2010. ISSN 0017-8055.

BAHOU, L. Cultivating Student Agency and Teachers as Learners in One Lebanese School. Educational Action Research, v. 20, n. 2, p. 233-250, 2012. ISSN 0965-0792.

BAKHTIN, M. Os gêneros do discurso [Discourse genres]. In: (Ed.). Estética da criação verbal. São Paulo: Martins Fontes, 1952.

BRASIL, M. Parâmetros Curriculares Nacionais [National Curricular Guidelines]. Brasília: Ministério da Educação e Cultura, 2000. Disponível em: < http://portal.mec.gov.br/seb/arquivos/pdf/14_24.pdf >.

BRONCKART, J.-P. Atividade de linguagem, textos e discursos [Language activity, texts and discourses]. 2ª. São Paulo: Educ, 1999.

CHARLTON, P.; MAGOULAS, G.; LAURILLARD, D. Enabling Creative Learning Design through Semantic Technologies. Technology, Pedagogy and Education, v. 21, n. 2, p. 231-253, 2012. ISSN 1475-939X.

CHEN, C.-H. et al. The Integration of Synchronous Communication Technology into Service Learning for Pre-Service Teachers: Online Tutoring of Middle School Students. Internet and Higher Education, v. 14, n. 1, p. 27-33, 2011. ISSN 1096-7516.

AUTOR (artigo em revisão). Omitido para revisão.

AUTOR et al. Omitido para revisão. 2016

AUTOR et al. Omitido para revisão. 2016

EBRAHIM, H. Children as agents in early childhood education. Education as Change, v. 15, n. 1, p. 121-131, 2011. ISSN 1682-3206.

EDWARDS, A.; ARCY, C. Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, v. 56, n. 2, p. 147-155, 2004. ISSN 0013-1911.

ENGESTRÖM, Y. Activity theory and the social construction of knowledge: a story of four umpires. San Diego: University of California, 1999.

______. Learning by expanding: an activity-theoretical approach to developmental research. 2. Cambridge: Cambridge University Press, 2015.

FERYOK, A. Activity Theory and Language Teacher Agency. Modern Language Journal, v. 96, n. 1, p. 95-107, 2012. ISSN 0026-7902.

FREIRE, E. N. P. A. Potenciais cooperativos do podcast escolar por uma perspectiva freinetiana. Revista Brasileira de Educacao, v. 20, n. 63, p. 1033-1056, 2015. ISSN 1809-449X.

FREIRE, P. Pedagogia do oprimido. 17. Rio de Janeiro: Paz e Terra, 1987.

GIDDENS, A. The constitution of society. Outline of the Theory of Structuration. Los Angeles: University of California Press, 1986.

GOMES, E. X. Quem tem medo da pedagogia?: contributos da teoria contemporanea da educacao para resistir ao "regresso ao basico". Revista Brasileira de Educacao, v. 20, n. 63, p. 949-973, 2015. ISSN 1809-449X.

GOODMAN, J. F.; EREN, N. S. Student Agency: Success, Failure, and Lessons Learned. Ethics and Education, v. 8, n. 2, p. 123-139, 2013. ISSN 1744-9642.

GUTSTEIN, E. And that's just how it starts: Teaching mathematics and developing student agency. Teachers College Record, v. 109, n. 2, p. 420-448, 2007. ISSN 0161-4681.

HAAPASAARI, A.; KEROSUO, H. Transformative agency: The challenges of sustainability in a long chain of double stimulation Learning, Culture and Social Interaction, v. 4, p. 37-47, 2015.

HILPPÖ, J. et al. Sense of agency and everyday life: Children's perspective. Learning, Culture and Social Interaction, 2015.

HOU, H. What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning. Teaching and Teacher Education, v. 46, p. 6-16, 2015. ISSN 0742-051X.

ISHTAIWA, F. F.; ABUREZEQ, I. M. The impact of Google Docs on student collaboration: A UAE case study Learning, Culture and Social Interaction, v. 7, p. 85-96, 2015.

KERBRAT-ORECCHIONI, C. Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]. São Paulo: Parábola, 2006.

KRESS, G. Literacy in the New Media Age. London: Routledge, 2003.

KUMPULAINEN, K. et al. Learning BridgesToward Participatory Learning Environments. Helsinki, Finland: Helsinki University Print, 2010. 100 ISBN 978-952-10-6046-5.

LEDBETTER, A. M.; FINN, A. N. Teacher technology policies and online communication apprehension as predictors of learner empowerment. Communication Education, v. 62, n. 3, p. 301-317, 2013.

LEONTIEV, A. N. Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall, 1978. Disponível em: < www.marxists.org_archive_leontev_works_activity-consciousness >.

LIBERALI, F.; FUGA, V. P. Argumentação e formação/gestão de educadores no quadro da Teoria da Atividade Sócio-Histórico-Cultural [Argumentation and educators training/management from Cultural-Historical Activity Theory]. Revista do Programa de Pós-Graduação em Letras da Universidade de Passo Fundo, v. 8, n. 2, p. 131-151, 2012.

LINDGREN, R.; MCDANIEL, R. Transforming Online Learning through Narrative and Student Agency. Educational Technology & Society, v. 15, n. 4, p. 344-355, 2012. ISSN 1436-4522.

MAGALHÃES, M. C. C. Projetos de formação continua de educadores para uma prática crítica [Teacher education projects towards a critical praxis]. The ESPecialist, São Paulo, v. 19, n. 2, p. 169-184, 1998.

______. Intervention research in school contexts for teacher continuing education: critical research of collaboration. Language in Action, 2006, Jyväskylä.

______. Escolhas metodológicas em pesquisas com formação de professores: as relações colaborativo-críticas nas constituição de educadores [Methodological choices in teaching education research: the critical collaborative relations on educators constitutive]. In: MATEUS, E. e OLIVEIRA, N. B. (Ed.). Estudos críticos da linguagem e formação de professores/as de línguas. Campinas: Pontes, 2014.

______. Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and writing. Outlines, v. 17, n. 1, p. 39-61, 2016. Disponível em: < http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/24205 >.

MIETTINEN, R. Creative encounters and the emergence of object-oriented collaborative agency. European Group of Organizational Studies. Lisbon: EGOS 2010.

______. Creative encounters and collaborative agency in science, technology and innovation. In: THOMAS, K. e CHAN, J. (Ed.). Handbook of research on creativity: Edward Elgar Publishing, 2013. p.435-449.

NININ, M. O. G. Pesquisa Colaborativa: das práticas de pesquisa à resignificação das práticas dos pesquisadores ou Ressignificando a direção Escolar. 2006. Doutordado PUC - SP, São Paulo.

______. Da pergunta como ato monológico avaliativo à pergunta como espaço para expansão dialógica [From question as a monological evaluative act to question as a dialogic expansion space]. 1. São Carlos: Pedro & João Editores, 2013.

OLDMEADOW, J. A.; QUINN, S.; KOWERT, R. Attachment style, social skills, and Facebook use amongst adults. Computers in Human Behavior, v. 29, n. 3, p. 1142-1149, 2012. ISSN 0747-5632.

PARRILLA, A. Os grupos de apoio entre professores no contexto espanhol: origem, sentido e justificativa [Support groups among teachers in the Spanish context: origin, meaning and justification]. In: DANIELS, H. (Ed.). Criação e desenvolvimento de grupos de apoio entre professores. São Paulo: Edições Loyola, 2004.

SANNINO, A. The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition Learning, Culture and Social Interaction, v. 4, p. 1-3, 2015.

SENGE, P. M. Education for an Interdependent World. In: HARGREAVES, A.;LIEBERMAN, A., et al (Ed.). Second International Handbook of Educational Change. London & New York: Springer, v.23, 2009. p.131-151.

THOMAS, D.; LI, Q. From Web 2.0 to Teacher 2.0. Computers in the Schools, v. 25, n. 3/4, p. 199-210, 2008. ISSN 0738-0569.

VAN OERS, B. Developmental Education: Reflections on a CHAT-Research Program in the Netherlands. Learning, Culture and Social Interaction, v. 1, p. 57-65, 2012.

VIVANCO, G. Educacion y tecnologias de la informacion y la comunicacion ¿es posible valorar la diversidad en el marco de la tendencia homogeneizadora? Revista Brasileira de Educacao, v. 20, n. 61, p. 297-315, 2015. ISSN 1809-449X.

VYGOTSKY, L. S. The Collected Works of L. S. Vygotsky. 1. New York and London: Plenum Press, 1987.

______. A construção do pensamento e da linguagem - trad. Paulo Bezerra. São Paulo: Martins Fontes, 2001.

YEH, Y.-C. Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers' Development of Online Learning Communities. Teaching and Teacher Education: An International Journal of Research and Studies, v. 26, n. 8, p. 1630-1640, 2010. ISSN 0742-051X.

PAGE \* MERGEFORMAT 1

Endereço (URL)	Ocorrências	Semelhança
http://repositorio.furg.br/bitstream/handle/1/2379/Do%20eles%20ao%20eu%20a%20subjetividade%20que%20se.pdf?sequence=1	37	4,61 %
https://docs.com/fernando-cunha-jr/4740/student-training-for-promoting-collaborative	32	5,65 %
http://docs.com/fernando-cunha-jr/4740/student-training-for-promoting-collaborative	31	5,65 %
https://pure.york.ac.uk/portal/en/publications/attachment-style-social-skills-and-facebook-use-amongst-adults(6ad2f2bf-56f7-448b-9c3b-26fdfe58d9f9)/export.html	28	0,72 %
http://seer.upf.br/index.php/rd/article/download/2911/1978	26	3,89 %
http://www.scielo.br/pdf/ep/v43n3/1517-9702-ep-43-3-0681.pdf	26	15,31 %

Resultado da análise

Estatísticas

Endereços mais relevantes encontrados:

Arquivos locais mais referenciados

Expressões com mais ocorrências

Texto analisado: