Abstract

SCHLEMMER, Eliane. Social media in the hybridity and multimodality context: the route of experience in masters and doctors formation. Rev. Diálogo Educ. [online]. 2015, vol.15, n.45, pp.399-421. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.045.DS02.

The paper is contextualized in the Digital Education Research Group (GPe-dU Unisinos/CNPq), linked to the research line Education, Development and Technologies, in the Post-Graduate Program in Education Unisinos and part of the problem: How social media may contribute to the teacher-researchers formation process in the hybridity and multimodality context? The goal is to understand and discuss the meanings constructed in relation to teaching for the formation of teacher-researcher in the hybridity and multimodality context, when one of the spaces available for pedagogical practice is a social media. The exploratory and qualitative research is inspired by the cartographic method and makes use of the observation; digital texts and photography; speeches; experience monitoring (tracks). For data analysis uses the discursive textual analysis. The main results show that social media can contribute in teacher researchers formation, both through the creation of groups within the curricular academic activities, as in the context of research practice and guidance. The data indicate that a significant number of participants continue to interact in the groups, even after its end, which contributes so that it becomes as a learning and practice digital virtual community, being that each new semester, new participants become part of this community, which enriches exchanges, leading to a process of continuing education.

Keywords : Social Media; Teacher-Researcher Formation; Hybridity; Multimodality.

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