Educação e comunicação na era digital : estratégias e desafios para a construção de comunidades educacionais online
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O objetivo desta investigação foi analisar os elementos e estratégias de comunicação, educação e sociabilidade presentes em redes sociais e comunidades de educação online, com o objetivo de traçar diretrizes para a criação de uma comunidade educativa digital que sirva de base para professores e cientistas, promovendo a inovação nas formas de transmissão do conhecimento e a popularização do saber científico. O estudo segue um paradigma predominantemente qualitativo, complementado por análises quantitativas de dados extraídos de redes sociais digitais. Em relação aos objetivos, de cunho exploratório, utilizamos primeiramente o método bibliográfico, que nos norteou para o conhecimento e compreensão do que já foi estudado sobre as temáticas presentes no estudo e, posteriormente, desenvolvemos duas Revisões Sistemáticas de Literatura (RSL), sendo uma voltada para estudos brasileiros e outra para estudos internacionais. Em relação aos procedimentos da pesquisa, a natureza deste estudo é netnográfico. Esse modelo de pesquisa é projetado especificamente para estudar culturas e comunidades digitais. Para selecionar a população da pesquisa, utilizamos uma amostragem não probabilística e selecionamos dez professores, sendo sete brasileiros e três europeus, com base em critérios como a relevância de suas atuações e a conquista de prêmios nacionais importantes na área de educação, no Brasil, em Portugal e na Inglaterra. No entanto, ao final, apenas seis professores aceitaram participar do estudo, sendo que quatro participaram da entrevista em profundidade e dois deles abstiveram-se da mesma. No que tange a coleta de dados, utilizamos as quatro possibilidades pressupostas na pesquisa etnográfica online: dados arquivais, dados extraídos e dados de notas de campo. As entrevistas face-a-face também foram utilizadas nessa etapa, tanto online quanto presencialmente. A partir dos dados coletados na pesquisa netnográfica, realizamos seis análises de redes e mídias sociais digitais com base no capital social, com dados extraídos de amostras coletadas entre janeiro de 2020 e janeiro de 2024. A coleta de dados nessa etapa, foi realizada por meio de uma abordagem mista (qualitativa e quantitativa), baseada na análise de conteúdos publicados pelos professores e/ou cientistas, líderes das comunidades educacionais online estudadas. Foram examinados comentários e reações do público a partir de uma amostra de 2.374 postagens. Além disso, realizamos quatro análises de entrevistas na qual fizemos em nível de decifração estrutural centrado em cada entrevista, tendo cada uma oito análises estruturais, somando 32 análises ao todo; essas foram baseadas em 4 categorias principais e 288 subcategorias. A segunda fase da pesquisa, foi voltada para a criação de um framework com fatores essenciais em dimensões e ações práticas para facilitar a criação e manutenção de comunidades educacionais online, além de um levantamento de professores e cientistas do Estado do Maranhão, que atuam como difusores de educação e ciência em redes sociais digitais, e suas respectivas áreas de ensino e pesquisa. Concluímos que estudar esses elementos e estratégias foi fundamental para compreender as tendências atuais e moldar o futuro da educação e da ciência em um mundo digital, construindo pontes entre os especialistas e a sociedade em geral. No entanto, o estudo também evidencia desafios significativos relacionados ao controle algorítmico e à dependência de plataformas comerciais. Esses desafios apontam para a necessidade de adoção de modelos educacionais descentralizados e baseados em tecnologias abertas, que promovam maior autonomia e acessibilidade. Consideramos ainda que a transição para o digital ampliou as possibilidades de monetização educacional, transformando educadores em potenciais empreendedores, seja por vontade própria, seja pela sustentabilidade das comunidades educacionais online.
The objective of this research was to analyze the elements and strategies of communication, education, and sociability present in social networks and online education communities, aiming to outline guidelines for creating a digital educational community to serve as a foundation for teachers and scientists. This community seeks to promote innovation in knowledge transmission and the popularization of scientific knowledge. The study follows a predominantly qualitative paradigm, complemented by quantitative analyses of data extracted from digital social networks. Regarding the exploratory objectives, we initially used the bibliographic method, which guided us in understanding what has already been studied on the topics addressed in the research. Subsequently, we developed two Systematic Literature Reviews (SLR), one focused on Brazilian studies and the other on international studies. Concerning the research procedures, the nature of this study is netnographic, a model specifically designed to study digital cultures and communities. To select the research population, we used non-probabilistic sampling and identified ten educators, seven Brazilians and three Europeans, based on criteria such as the relevance of their work and the receipt of significant national awards in education in Brazil, Portugal, and England. However, in the end, only six teachers agreed to participate in the study; four participated in in-depth interviews, while two declined. Regarding data collection, we used the four types of data proposed in online ethnographic research: archival data, extracted data, and field notes. Face-to-face interviews were also conducted during this phase, both online and in person. Based on the data collected in the netnographic research, we performed six analyses of social networks and digital media using the concept of social capital, with data drawn from samples collected between January 2020 and January 2024. This phase's data collection was conducted using a mixed approach (qualitative and quantitative), focusing on analyzing content published by teachers and/or scientists, who were leaders of the studied online educational communities. Comments and audience reactions from a sample of 2,374 posts were examined. In addition, we conducted four analyses of interviews using a structural deciphering approach, with each interview comprising eight structural analyses, totaling 32 analyses. These analyses were based on four main categories and 288 subcategories. The second phase of the research focused on creating a framework with essential factors, dimensions, and practical actions to facilitate the creation and maintenance of online educational communities and mapping teachers and scientists from Maranhão and their respective teaching and research areas. We concluded that studying these elements and strategies was essential to understanding current trends and shaping the future of education and science in a digital world, building bridges between experts and society. However, the study also highlights significant challenges related to algorithmic control and dependence on commercial platforms. These challenges emphasize the need to adopt decentralized educational models based on open technologies that promote greater autonomy and accessibility. Furthermore, we observed that the digital transition has expanded the possibilities of educational monetization, transforming educators into potential entrepreneurs, whether by personal choice or for the sustainability of online educational communities.
The objective of this research was to analyze the elements and strategies of communication, education, and sociability present in social networks and online education communities, aiming to outline guidelines for creating a digital educational community to serve as a foundation for teachers and scientists. This community seeks to promote innovation in knowledge transmission and the popularization of scientific knowledge. The study follows a predominantly qualitative paradigm, complemented by quantitative analyses of data extracted from digital social networks. Regarding the exploratory objectives, we initially used the bibliographic method, which guided us in understanding what has already been studied on the topics addressed in the research. Subsequently, we developed two Systematic Literature Reviews (SLR), one focused on Brazilian studies and the other on international studies. Concerning the research procedures, the nature of this study is netnographic, a model specifically designed to study digital cultures and communities. To select the research population, we used non-probabilistic sampling and identified ten educators, seven Brazilians and three Europeans, based on criteria such as the relevance of their work and the receipt of significant national awards in education in Brazil, Portugal, and England. However, in the end, only six teachers agreed to participate in the study; four participated in in-depth interviews, while two declined. Regarding data collection, we used the four types of data proposed in online ethnographic research: archival data, extracted data, and field notes. Face-to-face interviews were also conducted during this phase, both online and in person. Based on the data collected in the netnographic research, we performed six analyses of social networks and digital media using the concept of social capital, with data drawn from samples collected between January 2020 and January 2024. This phase's data collection was conducted using a mixed approach (qualitative and quantitative), focusing on analyzing content published by teachers and/or scientists, who were leaders of the studied online educational communities. Comments and audience reactions from a sample of 2,374 posts were examined. In addition, we conducted four analyses of interviews using a structural deciphering approach, with each interview comprising eight structural analyses, totaling 32 analyses. These analyses were based on four main categories and 288 subcategories. The second phase of the research focused on creating a framework with essential factors, dimensions, and practical actions to facilitate the creation and maintenance of online educational communities and mapping teachers and scientists from Maranhão and their respective teaching and research areas. We concluded that studying these elements and strategies was essential to understanding current trends and shaping the future of education and science in a digital world, building bridges between experts and society. However, the study also highlights significant challenges related to algorithmic control and dependence on commercial platforms. These challenges emphasize the need to adopt decentralized educational models based on open technologies that promote greater autonomy and accessibility. Furthermore, we observed that the digital transition has expanded the possibilities of educational monetization, transforming educators into potential entrepreneurs, whether by personal choice or for the sustainability of online educational communities.