Redes sociais digitais no contexto da prática pedagógica no Ensino Médio

Abstract

This article aims to present a narrative review of the impacts of digital social networks on pedagogical practice and teacher-student relationships in high school. The theories of Lev Vygotsky and Paulo Freire support the discussion on the importance of dialogue in the teaching and learning process, aiming at the interaction and collaboration provided by the networks in a dialogical way. The digital social networks in contemporary times can support the educational processes in cyberspace, seeking greater participation, collaborative construction of learning, and student motivation in the classroom. Thus, the Periodical Portal of the Coordination for the Improvement of Higher Education Personnel and Google Scholar were consulted. The publications reveal that the networks are potent spaces for developing participatory, interactive, collaborative, creative, and dynamic pedagogical practices. Thus, they are seen as auxiliary tools to support and complement pedagogical practices. At the same time, they show problems related to the difficulties in advancing the transformations of pedagogical practices provided by Information and Communication Technologies. However, the relevance of the school organization in advocating and dialoguing, collectively and democratically, about the theme is latent, as well as in guiding the formation of teachers about the relations between education, digital technologies, and their involvement in the pedagogical process of teaching and learning.