Facebook como recurso didático-pedagógico na disciplina de sociologia: possibilidades e desafios no ensino médio em Fagundes-PB

Abstract

The increasing presence of digital technologies at school makes it relevant to deepen the studies about their impact on education, particularly on social networks in the teaching and learning process. The present research brings a reflection on Facebook as a didactic-pedagogical resource in the discipline of Sociology. In this way, the target was to reflect on contributions from Facebook to improve the process of teaching and learning in the discipline of Sociology. Specifically, the degree of inclusion of digital technologies and social networks in the students' daily life was investigated; Facebook's contribution to the student learning; and, a comparative study was carried out between classes that used and classes that did not use Facebook as didactic-pedagogical resource. To do this, the aim was to develop and apply a Didactic Sequence to study specific content and create a closed group on Facebook as an extension of the classroom. The contributions of authors such as Lévy (1999), Recuero (2009; 2014), Ribeiro (2016), Rojo (2012), Oliveira (2013) and Thiollent, who discuss cyberculture, multimodality, multilearning and didactic sequence, qualitative research and action research, were used. The research is of the qualitative type, involving the following methodological procedures: documentary research to collect data and documents; application of questionnaires, focusing on the drawing of the profile and understanding of the perceptions and practices of learners with social networks; action research in the classroom and through the creation of a closed group of students on Facebook. The research had as subjects the students of four classes of the 3rd year of the Secondary School of Primary and Secondary School Joana Emília da Silva, in Fagundes-PB, the professors of the discipline and the researcher. We sought to observe and evaluate the results of teaching and learning practices developed. The essential conclusion of the research is that the insertion of social networks contributes to the quality of teaching and learning in Sociology in High School.