Processos de estudo em ambientes não-institucionalizados: o aluno entre a autoridade escolar e a autoridade tecnológica

Abstract

This dissertation investigates how students use or don't use devices featuring digital technology in their study processes outside institutionalized environments. Based on a dialogue with the literature in the field of education, it is argued that the use or non-use of such devices is related to legitimizing a certain authority. It may be a school authority or a technological authority. The research question is divided into three parts and can be described as follows: Do students' study processes outside institutionalized environments demonstrate their affiliation with a school authority, a technological authority, or neither? Can we identify the moments when these affiliations occur? Are they antagonistic logics, or are there moments when they coexist and overlap? The writing is structured as follows. After a brief introduction, a chapter is dedicated to methodological considerations. It outlines how to approach the literature in the area and the social world through two research instruments: questionnaires and semi-structured interviews. The second chapter looks at the "macro-sociological" outlines of the research, describing the social environment in which our interlocutors interact and conduct their studies. The following chapter deals with the theoretical construction of school and technological authority concepts, mainly through authors from Critical Theory. The fourth chapter outlines three skills that will be the analytical parameters, mainly, but not only, of four case studies. The fifth chapter presents the international comparative research and how we conduct it, characterizes our interlocutors, and discusses the legitimacy of school, the legitimacy of information found in digital environments, and the role that digital devices play in study practices in non-institutionalized environments. The sixth chapter discusses how digital technologies were present in our interlocutors' daily lives and some of the impacts of the COVID-19 pandemic on these students' study processes. Also, it focuses on four case studies which, through the skills of memorization, attention, and body discipline, analyze how four interlocutors embodied school and technological authorities. Last but not least, the final thoughts section is dedicated to the closing considerations of the work.