Interações no cotidiano da escola: ser aluno em relações imbricadas com tecnologias e redes sociais

Abstract

As a basic education teacher and working in the public school system, we are faced with various situations that call our attention, from absences to absences, from forgetting to solving statistical numbers and goals. Problems arise, remain and the school remains the same for those who work and depend on it. Several discourses tend to improve the quality of teaching and minimize problems regarding dropout, accessibility, inclusion, the use of technologies, modernizing spaces and connecting subjects, whether through decrees, laws, norms, ordinances or specific actions, developed by the school community. However, when entering the spaces and stepping on the ground of the public school, we realize that such discourses are around the debate and few leave the paper, since reality reveals something far from what is thought and planned. This leads us to think about the student inserted in this contemporary and post-modern context, and their relationships with technologies and social networks inside and outside the classroom, based on parallel imbrications and coexistence. This research arises from this desire, focusing on the student, space and their real or virtual relationships. Hence, dealing with the student in the contemporaneity from the way we perceive them as part of everyday school life and the relationships established in the classroom with peers, with teachers, mediated through the use of technologies and social networks. Based on the concerns experienced in the classroom and the observations about the use of media and technologies in the school environment, whether with the cell phone, even with its prohibition, or the use of datashow by the teacher, we awakened to a series of concerns. which lead us to situate the subject, the space and its daily life. However, the main guiding question of this work corresponds to what are the meanings attributed to the action of the school as a social whole, imbricated in the coexistence between the connections between the school and the world outside it? If, on the one hand, the school is desired for providing opportunities, on the other, it is rejected for imposing rules, limits and discipline. It is important to understand the contemporary student from the way we perceive them in everyday school life and the relationship between technologies and social networks imbricated in this process, in a public school in the state public network of Paraíba. We know the importance of public school for peripheral communities, how much it is present, and in many cases becomes the only alternative for studies, but it is necessary to think of it not only as a space where rules, content and discipline are applied, rather, it provides opportunities for growth, discoveries and lessons for life. Our impressions only became possible due to the instruments we used, which, throughout the data collection, we adapted to the research field and to the subjects, enabling the research to be dynamic. Therefore, in this direction, we used ethnography, as this allowed us to understand the phenomena from within them, from the direct interaction with the investigated group, deciphering, interpreting and understanding the codes and meanings of the subjects in focus. Thus, reflecting on being a student, inserted in a public school context and observing their relationships with technologies and social networks, is thinking about them beyond the limits of the school and at the same time having to see them as an existential and mutating being, which adapts to its form, spaces, relationships and situations that arise throughout their school education.