Representações sociais de educadores das Escolas Família Agrícola (EFAs) do Brasil e da Argentina sobre o uso pedagógico das tecnologias

Abstract

In this thesis, we analyze the Social Representations (SR) of the educators of the EFAs in the state of Espirito Santo/Brazil and Santa Fé/Argentina about the use of ICTs in their educational practices, which are based on the principles of the Pedagogy of Alternation and Countryside Education. Within this peasant reality, the issue of increasing progress in the use of Information and Communication Technologies (ICTs) will be highlighted - especially the Internet, Social Networks and Mobile Devices. The analysis of this study was developed from the theoretical-methodological framework of the Theory of Social Representations in Movement (RSM). Therefore, the analysis process was guided by the search for the dimension of the foreign element that is generating the need for changes in the SR of EFAs educators about the use of ICTs in their educational practices, and from the discoveries, we sought to identify which contents present in this process of movement of social representations, and also, which elements make pressure for the inference of the foreign element. A qualitative methodology was used, with data collection from 23 semi-structured questionnaires, 10 narrative interviews and non-participant structured observation. In the data analysis stage, as it was a study involving contexts of EFAs from two countries, which involved the analysis of experiences on common objects in different change-generating educational contexts, thematic content analysis was used from the reconstruction of the participant’s narratives, in order to observe how the educator’s narratives were marked by moments that challenged them to deal with and position themselves against new or unfamiliar elements. Therefore, after the analysis of RSM, we find that educators are in a process of rebuilding their SR, in order to incorporate in some way, the elements related to network society - represented by the Internet and Social Networks. Based on these considerations, we propose that it is necessary to propose training of educators that aim to strengthen the rebuilding movement of SR, so that they incorporate a critical view on the presence of technological elements within a formative matrix. Finally, with the reference to Andrew Feenberg's TCT, we seek to build a philosophical framework that will support elements for future propositions of training strategies for countryside educators, allowing the elaboration of critical thinking regarding the presence and use of ICTs. in the pedagogical practices, allowing the discussion about the Cyber territoriality of countryside education. In theoretical terms, the present thesis contributes to the theory of RSM, from the elaboration of a study that involved the analysis of experiences about common objects in different educational contexts that generate change.