SANTOS, K. M. O.; SANTOS, Kátia Maria de Oliveira.
Abstract:
In postmodernity, new values underlie the social ways of existing and transforming the world. These values are present at school as a social institution that (re) produces norms, meanings and actions that guide the actions, feelings and thinking of subjects in postmodernity. In this sense, one of the forms of existence at school, as well as in postmodern society, is given by the mediation of technologies. This mediation builds other meanings of perceiving oneself, perceiving the other and being in the world. We call this mediation digital apparatus, where subjects exist and produce meanings of the world through the use of digital technologies of information and communication. In the classroom, digital equipment leads us to question the teaching and learning processes. So, as a research problem, we bring: what are the implications of digital equipment for the teaching of Sociology in High School? Our objective was to understand the implications of digital equipment for the teaching of Sociology in High School. We propose, as a theoretical-methodological path, the use of Sociological Discourse Analysis, since we understand discourses as social forms that are internalized and are modulated by social reality, by the construction of the senses and meanings that structure social existence and that are apprehended by subjects in the processes of subjectivation and socialization. Our research object was gaining contours from the theoretical contributions of Zygmunt Bauman (2001; 2007; 2009), Pierre Bourdieu (1998; 2000; 2011) and Pierre Lévy (1989; 1998). Through the sociological constructs of such authors, we perceive the need to investigate the learning processes in the teaching of Sociology, in High School, through digital equipment. The research made it possible to perceive the need to discuss the implications of digital equipment in the teaching of Sociology, since what is in evidence is the human formation itself.
