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InfluĂȘncia das tecnologias digitais no desenvolvimento relacional e social dos jovens
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Abstract(s)
Estamos diante uma geração que vive constantemente ligada ao meio digital, os ditos nativos digitais deixaram de ser apenas consumidores para se tornarem construtores, pois sĂŁo envolvidos no acesso e produção de conteĂșdos, de uma forma colaborativa.
A pós-modernidade do século XXI é marcada pela globalização que levou à revolução tecnológica e digital e à massificação do uso da internet que tem vindo a provocar vårias modificaçÔes nos diferentes estratos da sociedade, principalmente nas crianças e jovens, tendo assim implicaçÔes na forma como estes se relacionam com os seus pares e os seus familiares.
O presente projeto teve como principal objetivo compreender qual o impacto que as tecnologias digitais tĂȘm em algumas dimensĂ”es do desenvolvimento relacional e social dos jovens. Pretendeu-se identificar nĂŁo sĂł as desvantagens ou perigos associados ao seu uso mas tambĂ©m analisar eventuais aspetos positivos que as tecnologias digitais podem potenciar.
Quanto aos aspetos positivos para o desenvolvimento social foram selecionados o altruĂsmo e a intervenção cĂvica por serem dimensĂ”es estruturais nas interaçÔes socioafetivas e na mudança social. SĂŁo, ao mesmo tempo, competĂȘncias que vĂŁo sendo construĂdas atravĂ©s da interação com os diferentes atores sociais, mas dependentes do desenvolvimento cognitivo e socioemocional, pelo que assumem uma maior visibilidade a partir da adolescĂȘncia.
Relativamente aos aspetos negativos associados Ă utilização das tecnologias digitais analisĂĄmos o afastamento afetivo tanto entre os pares como entre os membros da famĂlia destes jovens e ainda a violĂȘncia vivenciada virtualmente, denominada pelos especialistas de cyberbullying.
Do ponto de vista metodolĂłgico, este estudo apoiou-se numa metodologia de cariz qualitativo, organizando-se como um estudo de caso que contou com a colaboração de 60 jovens com idades compreendidas entre os 12 e 16 anos de idade e os respetivos encarregados de educação, trĂȘs diretoras de turma e ainda a presidente da Associação de Pais do Agrupamento de Escolas Amato Lusitano. As tĂ©cnicas de recolha de dados adotadas foram as entrevistas e os inquĂ©ritos por questionĂĄrio, que foram construĂdos propositadamente para a presente investigação.
AtravĂ©s da triangulação e da anĂĄlise dos resultados obtidos nos inquĂ©ritos e entrevistas realizados estruturou-se um projeto de intervenção dirigido a alunos do 3Âș ciclo do ensino bĂĄsico cujo principal objetivo Ă© estimular a inter-relação, o relacionamento e a afetividade entre os alunos, combatendo o uso excessivo dos dispositivos eletrĂłnicos e a violĂȘncia entre pares, promovendo desta forma uma maior convivĂȘncia escolar.
Face aos dados recolhidos podemos concluir que a posse de tecnologias digitais é transversal a todos os alunos inquiridos e que estes interagem através das mesmas de forma constante e com objetivos diversificados.
O uso precoce e de longa duração nas plataformas digitais pode causar dificuldades de socialização, acentuar dificuldades escolares, gerar conflitos familiares, aumento de episódios de ansiedade assim como de situaçÔes de cyberbullying pelo que o contexto familiar e a escola surgem, neste ùmbito, como um elo fundamental de intervenção e prevenção de novos problemas sociais e relacionais associados ao uso das tecnologias digitais.
The present project work fits into the curricular plan of the Masterâs Degree in Social Intervention in School Context, from the Escola Superior de Educação of Castelo Branco and results from the research carried out in the Agrupamento de Escolas Amato Lusitano of Castelo Branco. We are facing a generation that lives constantly connected to the digital environment, the so-called digital natives are no longer just consumers to become builders, because they are involved in the access and production of content in a collaborative way. The post-modernity of the 21st century is marked by globalization that led to the technological and digital revolution and massification of the use of the internet that has been causing several changes in different social classes, especially in children and young people, and because of that they have implications to relate with their peers and family members. The main objective of this project was to understand the impact that digital technologies have on some dimensions of the relational and social development of young people. It was intended to identify not only as disadvantages or dangers associated with its use, but also to analyze any positive aspects that digital technologies can enhance. As for the positive aspects for social development, altruism and civic intervention were selected as they are structural dimensions in socio-affective interactions and social change. They are, at the same time, competences that are built through the interaction with different social actors, but dependent on cognitive and socio-emotional development, so that they assume greater visibility from adolescence onwards. Regarding the negative aspects associated with the use of digital technologies, we analyzed the emotional distancing both between peers and family members of these young people and also the violence experienced virtually, called cyberbullying by specialists. From a methodological point of view, this study was based on a qualitative methodology, organized as a case study with the collaboration of 60 young people aged between 12 and 16 years old and their guardians, three class directors and also the president of the association of parents of Agrupamento de Escolas Amato Lusitano. The data collection techniques adopted were interviews and questionnaire surveys, which were purposely constructed for the present investigation. Through the triangulation and analysis of the results obtained in the surveys and interviews carried out, an intervention project aimed at students of the 3rd cycle of basic education was structured, whose main objective is to stimulate the interrelationship, relationship and affection between students, fighting the excessive use of electronic devices and violence between peers, thus promoting greater coexistence in school. In view of the collected data, we can conclude that the possession of digital technologies is transversal to all the inquired students and that they interact through them in a constant way and with diversified objectives. The early and long-term use of digital platforms can cause socialization difficulties, accentuate school difficulties, generate family conflicts, increase in anxiety episodes as well as cyberbullying situations, so the family context and the school emerge, in this context, as a fundamental link of intervention and prevention of new social and relational problems associated with the use of digital technologies.
The present project work fits into the curricular plan of the Masterâs Degree in Social Intervention in School Context, from the Escola Superior de Educação of Castelo Branco and results from the research carried out in the Agrupamento de Escolas Amato Lusitano of Castelo Branco. We are facing a generation that lives constantly connected to the digital environment, the so-called digital natives are no longer just consumers to become builders, because they are involved in the access and production of content in a collaborative way. The post-modernity of the 21st century is marked by globalization that led to the technological and digital revolution and massification of the use of the internet that has been causing several changes in different social classes, especially in children and young people, and because of that they have implications to relate with their peers and family members. The main objective of this project was to understand the impact that digital technologies have on some dimensions of the relational and social development of young people. It was intended to identify not only as disadvantages or dangers associated with its use, but also to analyze any positive aspects that digital technologies can enhance. As for the positive aspects for social development, altruism and civic intervention were selected as they are structural dimensions in socio-affective interactions and social change. They are, at the same time, competences that are built through the interaction with different social actors, but dependent on cognitive and socio-emotional development, so that they assume greater visibility from adolescence onwards. Regarding the negative aspects associated with the use of digital technologies, we analyzed the emotional distancing both between peers and family members of these young people and also the violence experienced virtually, called cyberbullying by specialists. From a methodological point of view, this study was based on a qualitative methodology, organized as a case study with the collaboration of 60 young people aged between 12 and 16 years old and their guardians, three class directors and also the president of the association of parents of Agrupamento de Escolas Amato Lusitano. The data collection techniques adopted were interviews and questionnaire surveys, which were purposely constructed for the present investigation. Through the triangulation and analysis of the results obtained in the surveys and interviews carried out, an intervention project aimed at students of the 3rd cycle of basic education was structured, whose main objective is to stimulate the interrelationship, relationship and affection between students, fighting the excessive use of electronic devices and violence between peers, thus promoting greater coexistence in school. In view of the collected data, we can conclude that the possession of digital technologies is transversal to all the inquired students and that they interact through them in a constant way and with diversified objectives. The early and long-term use of digital platforms can cause socialization difficulties, accentuate school difficulties, generate family conflicts, increase in anxiety episodes as well as cyberbullying situations, so the family context and the school emerge, in this context, as a fundamental link of intervention and prevention of new social and relational problems associated with the use of digital technologies.
Description
Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessårios à obtenção do grau de Mestre em Intervenção Social Escolar.
Keywords
Tecnologias digitais FamĂlia Cyberbullying Participação cĂvica e altruĂsmo Digital technologies Family Cyberbullying Civic participation and altruism