As práticas pedagógicas em geografia mediadas na cibercultura: uma análise na plataforma digital instagram.

Abstract

Over the last few decades, significant advances have been made in terms of technology, information and human immediacy through connection networks. Cyberspace has been the stage of human subjectivation, which corroborates with a society marked by ubiquity. It is a culture that adapts to new temporalities and spatialities, called cyberculture. Geographical science and its crucial role in society has the potential to problematize these new spaces that emerge in the current social context. In this perspective, the present work aims to analyze the geographic knowledge mediated on Instagram, considering the dynamics of interaction between users and thematic profiles, contextualizing this digital platform as a cyberspace territory to be “explored” by the geography teacher. Thus, through this research, it is sought to ascertain the geographic knowledge mediated in thematic profiles of geography (how the subjects interact, what are the predominant linguistic typologies, how the geographic knowledge is being placed). To carry out this investigation, post-critical methods in education were used, such as: Netnography tools, which are based on participant and interactive observation of subjects in cyberspace; and cartography as a research method in education to trace paths to the object of study. To carry out the analysis, it was necessary to use continuous connection devices (smartphone and notebook) as instruments for creating a profile on the digital platform Instagram, in order to select and problematize publications in profiles that demonstrated a pedagogical potential for school geography. It will also be addressed the main functions of Instagram and its possibilities of methodological use to contribute to the teaching work. The results obtained demonstrate the geography present in virtual spatiality, highlighting the relevance of digital platforms in the context of education, while alerting us to the role of the teacher as a mediator in the construction of knowledge, given the freedom of expression and identities present in cyberculture.