Rede digital e educação : práticas interativas nos perfis de professores/as de língua portuguesa

Abstract

In contemporary times, technological advances renew the forms of communication, relationships, modify daily actions and the way of living in society. The immersion of mobile devices and the popularization of digital network applications are also favoring sociocultural and interactive practices and mobility between physical and virtual spaces. In the educational context, the insertion of digital networks has been amplified since the Covid-19 pandemic, when applications and interfaces became more usable by students and teachers. With that, the guiding question of this research refers to how do interactive practices happen in the profiles of Portuguese Language teachers on the Instagram digital network? Thus, the main objective is to understand the interactive practices in the profiles of Portuguese Language teachers in the digital network Instagram. This study is based on the multireferential epistemological approach and, methodologically, netnography was used, being characterized, in the case of this research, as a multireferential netnography. Regarding the cultural practitioners, five Portuguese language teachers with active professional profiles on Instagram were selected and the research devices were based on the interactive observation of the empirical field, the researcher's appdiary and online interviews. The research data were interpreted according to the hermeneutic rigor to find the subsuming notions, identified as: #VisibilityTeacher, #CiberTeacher: teaching immersion in network and #Interactivity: (with) sharing ethnomethods in network. From each notion, it was found that the immersion and performance of Portuguese Language teachers provide frequent interactive practices with their audience/followers in network. Moreover, the experiences (with)shared by these teachers contribute to the insertion of digital networks in the educational scenario, enhancing learning that occurs beyond the classroom spaces and face-toface teaching contexts.