Saberes e práticas docentes em blogs pedagógicos.

Abstract

The technologies are constantly associated with our daily life and the emergence of Web 2.0 has promoted changes in the current times. Thus, in the twenty-first century, human actions are even more conditioned to this apparatus of modern life in fundamental sectors that regulate citizens in economics, criminal investigation, politics, education ...; In short, it is difficult to conceive a society without the facilities that world-wide computer integration can offer. In view of this social requirement, education begins to incorporate the use of digital resources (from computers, smartphones, internet) to school activities, conceiving them as pedagogical resources and the necessaty for teachers to seek to reformulate their pedagogical practice, convering in their actions the insertion of technological resources as tools that aid the teaching / learning process, such as social networks, applications, games, blogs, among others. As a result, this study intends to investigate the relationship between the technical operation of the support blog and that of the teaching work. The research is classified as having a qualitative nature (MOREIRA and CALEFFE, 2008), of netnographic inspiration, for having the blog as an object of research, and is a double case study, considering that two scenarios are analyzed concerning the blogs Canto da galera (www.blogspot.com.br/cantodagalera) and Linguagens e leitura (www.blogspot.com.br/linguagenseleitura). As theoretical foundations, the main concepts of the technological universe are presented, such as cyberspace (LÉVY 1996), web 2.0 (BARTON, LEE, 2015), pedagogical blog (SILVA, 2014), among others, and its relation with the of context presential teaching. In addition, the relation between the teacher's actions and the knowledge that permeates the teaching practice (TARDIF, 2014), with the planning (LUCKESI, 2001), as well as the contents of the educational practice (ZABALA, 1998) aiming to situate the teaching object of the teacher. The results point to the identification of three categories: technician with the mobilization of knowledge about the technological support, user with the mobilization of knowledge about the digital environment and, finally, professional with the mobilization of contents of the pedagogical practice in postings. Finally, the data reveal that the teacher's performance in digital environments, such as the blog, may present certain limitations, mainly related to the association technology / teaching in a systematic way and the use of the resources made available by the support, which justifies its place as periphery.