Publicação
Did you like it? Virtual social networks: Memory, History and Identity of Federal Institutes of Education students
| Resumo: | This article proposes to discuss the content of student posts on Facebook, specifically those shared in communities surrounding the Federal Institutes of Education (IFs). In this study, records shared on digital pages are presented, which can be seen as historiographical sources for Education and, concomitantly, contribute to the formation of the individual and social memory of the subjects involved. To this end, a qualitative analysis of the publications by the communities “IF Obscuro”, “IFerrados” and “From IF to IF” was carried out, interweaving the posts with the contributions of Le Gof (2003), Gondar and Dodedei (2005), Chartier (2002), Simões (2019, 2020) and Freire (2019) to finally understand how the posts can constitute sources for the Historiography of Education and represent, through language, the individual and collective memories of the participants of these communities. |
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| Autores principais: | Gomes, Joelton Rezende |
| Outros Autores: | Bertotti, Mirian de Oliveira; Pimenta, Jussara Santos |
| Assunto: | Facebook Autobiografia Memória Facebook Autobiography Memory |
| Ano: | 2022 |
| País: | Brasil |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | This article proposes to discuss the content of student posts on Facebook, specifically those shared in communities surrounding the Federal Institutes of Education (IFs). In this study, records shared on digital pages are presented, which can be seen as historiographical sources for Education and, concomitantly, contribute to the formation of the individual and social memory of the subjects involved. To this end, a qualitative analysis of the publications by the communities “IF Obscuro”, “IFerrados” and “From IF to IF” was carried out, interweaving the posts with the contributions of Le Gof (2003), Gondar and Dodedei (2005), Chartier (2002), Simões (2019, 2020) and Freire (2019) to finally understand how the posts can constitute sources for the Historiography of Education and represent, through language, the individual and collective memories of the participants of these communities. |
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