Tecnologia, redes sociais e educação: produção colaborativa do conhecimento no ensino de química

Abstract

This qualitative exploratory article presents the results of a research developed during an initial teaching training process with the objective of analyzing the conceptions of future teachers concerning the use of technologies and the educational potential of social networks in the teaching of Chemistry. A total of 14 undergraduates from the Chemistry degree at a public university were subjects, and a semistructured questionnaire was used to collect the data. In the view of the undergraduates, it was evidenced that the social networks is a space of social construction of the knowledge, being possible its use in the school. They recognized the relevance of technology in teaching practices, mainly by favoring the students’ access to the contents that make up the school curriculum and the collaborative practice. It can be concluded that this collaboration allows the teachers to follow the communication between the students and the expansion of their learning. Technology and pedagogical innovations allow greater autonomy for students, supporting the construction of knowledge and cooperation.