Plataformização da educação: uma análise de plataformas utilizadas para atuação docente na escola

Abstract

The digital culture and its impacts on society are strong components of present life. With the excessive use of virtual platforms in this scenario of digitizing everyday life the phenomenon of platformization has emerged influencing also educational contexts and presenting new challenges. One of these challenges is the need for development of skills that enable the full exercise of citizenship in an increasingly connected and influenced society by digital culture. A fundamental axis that permeates this discussion may be in understanding the characteristics of the platforms accessed by teachers for the search, access and use of content in their teaching performance. In this context, the research sought to characterize the platforms used by teachers of the microregion of Itajubá as sources for consultation and use in pedagogical practice. The data collection for the survey of the platforms was carried out by a questionnaire and the analysis of the data obtained was based on the qualitative research assumptions. The results allow to identify two basic types of platforms used in educational contexts: the first involves platforms that we call "educational" that were created and developed for this purpose of use; the second involves platforms that do not necessarily have an educational and/ or didactic-pedagogical, but are used by teachers for the search of information and/ or scientific content and also for their teaching performance, which we call "non-educational". The results of this study also indicate that it is increasingly common to use platforms by teachers in teaching and learning processes, and that the most used platforms for this purpose are those we call "non-educational", among which stand out some YouTube channels. With this scenario, an analytical grid was developed based on the theoretical frameworks used for the development of research and focused on the most indicated YouTube channels by teachers, containing five blocks: presentation, monetization, inclusion, education and scientific relevance. The grid application analysis indicated that "presentation" and "inclusion" were the most frequently considered blocks, highlighting basic accessibility, such as automatic captions. However, the blocks "education" and "scientific relevance" are not yet widely represented, with few channels conceived by educators or focused on curriculum. We highlight also a concern with scientific accuracy in the channels, but with the absence of content that includes published research analysis, highlighting a gap in science education. Finally the choices of teachers showed a tendency to integrate the ICTs in their performance despite these limitations. We hope that the developed grid can contribute as a support tool promoting a more conscious, safe and responsible educational culture, especially in virtual spaces, also strengthening the understanding about the phenomenon of education platformization and its possible implications for the educational environment.