Plataformas digitais da associação Nova Escola: interações e desenvolvimento profissional docente

• Ano de defesa: 2018
• Autor(a) principal: Dionízio, Elisângela Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Associação Nova Escola; Association Nova Escola; Formação e desenvolvimento docente; Teacher training and development; Interação e interatividade; Interaction and interactivity; Netnografia; Netnography; Educação; Professores - Formação; Educação - História; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/25307; http://dx.doi.org/10.14393/ufu.di.2018.606

This work, developed within the Group of Studies and Research in Teaching Geography and History - GEPEGH - of the Line of Educational Knowledge and Practices of the Graduate Program in Education of the Federal University of Uberlândia, analyzes the actions and reactions of the teachers who attend the digital platforms of the Nova Escola Association. It discusses how the interactivity with the tools of digital platforms and social networks linked to the Nova Escola magazine and the interaction among its users are related to the processes of teacher training and professional development. The methodology used in data collection and analysis between the years 2017 and 2018 was based on Netnography, derived from the ethnographic bases of research, which allowed to establish ways of immersion and observation in the digital spaces where the objects of study of this research are inserted - the Nova Escola Clube platform, the novaescola.org.br site and the Nova Escola page on Facebook. Based on the analyzes made it possible to identify that teachers can express themselves almost immediately about what the editorial team publishes with different positions and, in a movement of action and reaction, readers and editorial team influence each other. The readers of Nova Escola magazine, on their digital platforms, through their interactions, show that they consider publications important for their professional development, but different from what the printed magazine surveys said, teacher success recipes and public policies educational materials, which are transformed into news articles, newsletters, lesson plans, consultancies, are not incorporated automatically, but with weights that discuss the pedagogical conceptions defended, the limits of implementation of published proposals, according to the school context and the working conditions of the readers, many which have reported having experienced similar practices in their teaching activity