Escrit(ur)a de si nos emaranhados das redes socais: sentidos e efeitos na (re)construção da identidade do estudante do ensino médio.

Abstract

With digital culture, ancient writing practices, like self-writing, are reconfigured and propagated in cyberspace. The writing of the self used before, only, to register, in letters or in sounds, the facts of the life of the self and its feelings, in a private way, happens, in contemporary times, to be constituted of multiple semioses and, with a great difference , be open to any public. Therefore, taken by the offices (ur) of themselves that students / teenagers do on the social network Facebook, we want to study the office (ur) of themselves that these apprentices-teenagers, from a state public school do on this network. Aiming this, we established two questions to guide this research: i) What meanings are revealed in the office (ur) a that the apprentice-teenager produces on facebook ?; ii) What are the repercussions of a pedagogical workshop on the process of (re) construction of the adolescent learner's identity? For that, we conceived as a general objective to investigate the meanings of the writing (ur) of oneself on the social network facebook and its effects on the (re) construction of the identity of learning-adolescent subjects. As for the specific objectives, it is intended to identify, describe and analyze the meanings of this practice in this social network, as well as, to evaluate the effects that the workshop “Escrita de si: online self-representation” had in the office (ur) of you, as well com, in the (re) construction of the participants' identity, both at the time of its administration and one month after its completion. In the light of studies and dialogues with authors, such as Foucault (1992 and 2003), Bakhtin (1997 [1979]) and (2002 [1975) and Volochinov / Bakhtin (2006 [1929]) and Bauman (2005), about writing itself, alterity and identity, the students' writings (ur) are analyzed, highlighting the dialogism between me and another in the discursive strategies used in the narrativization of the self. With regard to the methodological aspect, a qualitative research is carried out, with an ethnographic and netnographic approach and of a descriptive nature. Data collection is based on participatory observation in the workshop, which was attended by eighteen apprentices-teenagers from the state public school, aged between 14 and 17 years old and all actors-networks. The workshop meetings allowed a discussion of the reality of the office (ur) and of itself on the social network facebook, highlighting the multiple languages ​​used to register the office (ur) of itself, as well as the dangers and risks in accentuated exposures personal information; using the netnographic method, the posts of six apprentices-teenagers, participants in the workshop, are directly observed on facebook during the months in which the workshop took place, as well as one month after its completion. Through the analysis, three categories emerged in relation to the writing (ur) of the self, which the light of Scherer (2010) is categorized in: revelation / encounter of the self; capture of you and flight of you. The results show that the most recurrent discursive construction among students is the revelation / encounter of themselves, that is, the subjects reveal to the other, the best moments of their day, the feelings, their tastes and their physical states. It is worth saying that this writing (ur) happens, often, through selfie. On the other hand, it is clear that the subject is fluid, since, at the time of the workshop, there was an opportunity to hear the contributions of this pedagogical work in relation to the care that one should have with the exposure of the “I”. However, after the workshop, the subjects' timelines are monitored again and it is observed that most of them continue with the same practice as before. This allows us to conclude that the apprentices-teenagers look for the finish (s) in the other (s) to be actors-networks visible in the digital age, no longer implying rigid values, such as safeguarding intimacy and personal information.