Topologia das violências em rede: uma hermenêutica da docência a partir do caso da professora de Indaial

Abstract

This thesis seeks to investigate and reflect on network violence, propagated with the help of Information and Communication Technologies (ICT), specifically in the context of social networking platforms, in their repercussions regarding education in general and the teaching figure in specific. Through a reconstructive hermeneutics on a case study, I seek to clarify the correlations between the central concepts of violence, digital platforms, and education. The research starts from the study of the case that we call “Professora de Indaial”, involving a teacher belonging to the public school system, whose manifestation on social media about physical violence suffered in the classroom, culminated in placing her in a stigmatizing condition. I propose to investigate how the relationship between social media platforms and violence can contribute to interpreting the topology of network violence (HAN, 2017) and how this impacts its understanding in terms of teaching and teacher training. Focusing on two aspects of violence revealed by the hermeneutic interpretation of the case under study, I structure the thesis in two moments: 1) micro-level violence, articulating subject-subject; and 2) macro-level violence, articulating platform-subject. The text is organized from the approach perspective of reconstructive hermeneutics (DEVECHI; TREVISAN, 2011). In terms of theoretical reference, the research considers the centrality of social media platforms in contemporary times and the horizontalization of sociality and power from this change, thinking about the relationship between power and violence from Han (2015, 2017, 2018a). Relying on Žižek (2010), Arendt (1970) and Benjamin (1986, 2013), it proposes to investigate how the tension between power and violence is articulated in spaces of flow (CASTELLS, 2016), resulting in network violence that affect the everyone, particularly the teaching figure. The methodological approach considers netnography as a data collection procedure (KOZINETS, 2015), combined with the case study (YIN, 2001). The results allow us to consider that the theme should deserve more attention in the teaching curriculum and in all higher education courses, expanding teaching based on basic knowledge about digital culture, beyond its instrumental design as a tool. A second aspect bets on the transformation of the basis of continuing education for professionals, considered a minimum condition for training for active citizenship in this context, with the teaching figure as a reconciler of the self-critical sense of cultural education and social networks, combating the false culture manufactured in networks and reinvigorating/valuing/in favor of culture. The thesis proposes the transformation of teaching into a mediator of cultural change, in the sense of greater knowledge about the digital landscape in which we are increasingly inserted.