Teacher’s narratives in networks: the Basic Education teachers journey

ABSTRACT The digital culture favors communication and the integration of different contexts, promoting changes in the relationship between society and digital technologies. The objective of this article was to analyze the journey taken by teachers from public Basic Education, in the construction of digital narratives on blogs, pages with their own domain and social networks. The methodology of this study was qualitative in nature, from the perspective of Cultural Studies, based on authors such as Castells (2017), Jenkins (2008), Bruner (2008), Paul (2014) and Recuero (2016). The data was collected through interviews conducted virtually or in person, and the authors created categories of analysis that emerged from the theory and data collected. The research subjects were 60 teachers from the public network of Basic Education, who produced and shared content focused on education on the networks. As a result, we found that the teachers interviewed were surprised, initially, with the answers obtained by the narratives created in their digital spaces. The teachers narrated that they did not always receive support in the actions carried out within the schools, but that they felt connected to other people and welcomed by them, going beyond the walls of the schools. In this sense, the teachers realized the capacity of influence that they exercised in the networks.