“Só posso viver a minha vida no sábado”: análises das subjetividades e sociabilidades juvenis no continuum cultura letrada-digital.

Abstract

Driven by the cognitive ecologies of digital culture, contemporary youths are marked by unprecedented subjectivities in which they mark their ways of being, thinking, acting and learning. From this context, the main objective of this doctoral thesis work is to analyze how young people, who use Technologies Digital Information and Communication (TDICs), behave and live specific patterns of sociability in virtual spaces and how this “new” lifestyle is interfering with interactions and conflicts in the school environment. This investigation was composed of 73 students, 73 parents / guardians of these young people and 32 teachers. The ethnographic research was carried out between the months of November 2018 and September 2019, having as a locus a state public high school full time, located in the municipality of Campina Grande, in the State of Paraíba, and a virtual network sharing photos between your users - Instagram. For data processing, we used SPSS and NVivo, which made it possible to analyze the multiple quantitative and qualitative information in an accurate and systematic way. In general, the results show that, within the culture of selfie and self-exposure on the internet, young women access this digital platform to publish their photos and videos with the purpose of gaining more followers, while male users use it to view posts and make posts without an intimate character. The data from the present investigation reveal that these virtual interactions generate a series of individual dispositions in these young students to view, publish, comment and enjoy for several hours the most diverse contents of this relationship site, based on a system of exchanging friendships and building of virtual capital. We also found that there is a close relationship between the sociability practiced in online and offline spaces, evidenced in the months of holidays and school recess, when the flow of interactions on the Web decreased compared to other periods of the year. Finally, as a result of these new forms of social interactions on the internet, we observed that the young students investigated underwent significant changes in the sociability that they establish within the social and cognitive practices of a “traditional” school culture, whose routines often clash with those of a digital world characterized, primarily, by the "acceleration of information", "micro-attention" and "microconversation".