Arquivo: 187154-892953-1-SM-1.docx
Suspeitas na Internet: 4,48%
Percentual do texto com expressões localizadas na internet ⚠
Suspeitas confirmadas: 18,55%
Confirmada existência dos trechos suspeitos nos endereços encontrados ⚠
Suspeitas nos arquivos locais: 0%
Percentual do texto com suspeitas de plágio localizadas nos arquivos locais ⚠
Texto analisado: 34,44%
Percentual do texto efetivamente analisado (frases curtas, caracteres especiais, texto quebrado não são analisados).
Sucesso da análise: 99,95%
Percentual das pesquisas com sucesso, indica a qualidade da análise, quanto maior, melhor.
Endereço (URL) Ocorrências Semelhança
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.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.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.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
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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.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).
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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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ADDIN 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.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.
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