See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/377840779

Impactos das Mídias Sociais na Educação Brasileira

Preprint · January 2024

DOI: 10.13140/RG.2.2.30815.84647

CITATIONS READS

0 21

1 author:

Antonia Edivânia Lima da Silva Canja

Universidade Católica de Pernambuco (UniCaP)
8 PUBLICATIONS 0 CITATIONS

SEE PROFILE

All content following this page was uploaded by Antonia Edivânia Lima da Silva Canja on 31 January 2024.

The user has requested enhancement of the downloaded file.

Science Journal of Education
2024

ISSN: 2329-0900 (Print); ISSN: 2329-0897 (Online)

Impacts of Social Media on Brazilian Education

Antonia Edivânia Lima da Silva Canja

Francisco Nicolas da Costa Silva

João Vinny Costa Dias

Luis Rhavi Almeida Silva

Luiza Naelle Lima da Silva

Paulo Victor Silva Eduardo

Pedro Moises Freire Santos

Maxwel de Oliveira Cruz

Department of Postgraduate Education, Catholic University of Pernambuco, Recife, Brazil
Captain Antonio Joaquim Elementary School, Aracoiaba, Brazil.

Email address:
edivanialimacanja@gmail.com

To cite this article:

Francisco Nicolas da Costa Silva, João Vinny Costa Dias, Luis Rhavi Almeida Silva, Paulo Victor Silva Eduardo, Pedro Moises Freire Santos,
Maxwel de Oliveira Cruz, Antonia Edivânia Lima da Silva Canja. (2024). Impacts of Social Media on Brazilian Education. Science Journal of
Education.

Received: 2024; Accepted: 2024; Published: 2024

Abstract: The research developed on the impacts of social media on Brazilian education in the teaching-learning
development process aims to present improvements and challenges in the teaching methodological processes at Escola Capitão
Antonio Joaquim – Vazantes – Aracoiaba – Ceará – Brazil, using social media as a teaching and learning tool for students and
teachers on how to apply such equipment in teaching, revealing, therefore, difficulties and advantages of this modality that
over the course of a few years has opened spaces for reflections on possible challenges in teaching practices , adapting them to
social trends and perspectives. The methodology applied for this study is qualitative in nature, considering that the
bibliographical research has an investigative focus. Through this, we identify the possible advantages and disa dvantages of
implementing digital culture in Brazilian schools, giving more direction to the use of social media to reach the
teaching-learning process of students within their respective life realities.

Keywords: Media social, Teaching, Learning, Methodology

The impact of technology on the profile of students, they

1. Introduction
Over the last few decades, technology has advanced in the
world of education and people training. Several courses were
created and with them many changes in the process of
technological functionalities were adopted due to the
respective development of new processes.
are always up to date and participating in the construction of
this process, electronic devices such as notebooks and
smartphones are already part of their daily lives, and
automatically serve as a support tool in their academic
training.
With the popularization of desktop computers and laptops
2 Antonia Edivânia Lima da Silva Canja: Impacts of Social Media on Brazilian Education
in recent years, there has been a huge boom on the Internet,
expanding our students’ research and interaction capabilities.
With the Internet, social networks appear as a famous social
relationship tool incorporated into the culture of many
students, forming part of their daily lives.
Methodology to support the teaching-learning process.
(Digital Information and Communication Technologies in the
school context), with students and promoting a real,
interactive, and safe environment for the contemporary
student reality.
In view of the above, it is necessary for public schools to
begin a process of adaptation and inclusion of social media as
an integral and participatory means of the teaching-learning
process, using tools such as TIDIS as (Digital Information and
Communication Technologies in the school context),
interacting with students and promoting a real, interactive, and
safe environment for the contemporary student reality.
The use of social networks in the community and school
culture invites and encourages the development of techniques
that tend to be used in the learning process, contributing to
their educational growth, as well as carrying out a process of
digital inclusion and adaptation of students in practices and
subjects. Current. He worked in the digital world.
Research on the impacts of social media on Brazilian
education seeks to present improvements and challenges in
methodological processes in the teaching process at the
Capitão Antonio Joaquim school – Vazantes- Aracoiaba –
Ceará – Brazil. Using social media as a learning tool, as well
as guiding teachers and students on how to apply and adapt
their methods and content through digital media, revealing the
difficulties and advantages for them, opening spaces for
reflection on possible changes in practices and methodologies
adapting them to social trends and perspectives. The
methodology applied is a qualitative approach with
bibliographical research as its investigative focus. As a
product of the work, we identified the advantages and
disadvantages of implementing social media in the
teaching-learning process in the students’ reality.
2. The Impact of Social Networks on the
Teaching and Learning Process
Nowadays, we see the excessive use of social networks as a
way of communicating and sharing information within the
virtual world. We define social network as:
A social structure made up of people or organizations,
connected by onde or several types of relationships, who share
common values and objectives. Onde of the fundamental
characteristics in the definition of networks is their openness
and prorosity, enabling horizontal and non-hierarchical
relationships between participants. Although one of the
principles of the network is its openness and porosity, as it is a
social connection, the fundamental connection between
people is through identity. A common point among the
different types of social networks is the sharing of knowledge,
interests, and efforts in pursuit of common goals.
(http://pt.wikipedia.org/wiki/Rede_social).
The new Generation of students is currently immersed in a
completely globalized world and integrated into technological
environment from smartphones, TV programs, internet, email,
Instagram, and others, directly impacting theuir posture, ideas
and positioning within the classroom and the environment
school environment.
GARDNER, Howard states that there is no intelligence, but
rather múltiple human intelligences, that is, we will develop
countless simultaneous skills through múltiple, what guides us
is our current educational model within the classroom also
readapted and stimulated by these new skills developed.
The school as a transformative place needs to participate in
this new technological scenario and resources known as
TIDIC (Digital Information and Communication Techologies
in the school context), through techniques and methodologies.
Teaching via networks can be a dynamic and motivating
action. They merge in computer networks in they merge in
computer networks in the very situation of production and
acquisition of knowledge – authors and readers, teachers, and
students. The communicative possibilities and ease of access
to information favor the formations of interdisciplinar teams
of teachers and students, oriented towards the development of
projects aimed at overcoming challenges to knowledge; teams
concerned with the arculation of teaching with the reality in
which students find themselves, seeking a better
understanding of the problems and situation found in the
environment in which they live or in the general social context
of the time in which we live. [16].
When studying the concept of social networks in the school
environment, we come across a world where we will have
diverse positive opinions and restrictive questions regarding
their use. Therefore, we will have teachers resistant to this new
form of learning and interaction, arguing about its functional
power and its real contribution to the learning process. On the
other hand, we also have the difficulties of school
infrastructure that cannot provide its use globally within
classrooms, however, it is worth highlighting that.
The impacts of this process (the use of the web and its
resources, such as sociais networks) on the social learning
capacity of individuals have led to the recognition that the
network society is modifying the majority of our cognitive
capabilities. Reasoning, memory, mental representation
capacity and perception are constantly being altered by
contact with databases, digital modeling, interactive
simulations etc. [4].
It is also possible to take into account Gardener’s [14]
perception regarding how school should be the place to
develop intelligence and help people achieve occupation and
hobby objectives appropriate to the spectrum of intelligence.
People who are helped to do this feel more engaged and
competente, and therefore more inclined to serve society in a
constructive way. [14].
Thinking about the possibility of developing various
intelligences, consequently the effectiveness of new
teaching-learning methodologies is notable, within the
student’s current social environment, this new technology is
 Science Journal of Education 2024; X(X): XX-XX
part of their coexistence and relationships structures inside
and outside the school. When there is greater interaction in
this reality, the greater the chance of being ableto adapt
learning with the tool.
The Spanish scholar [6] refers to the virtual community “as
na electronic network of interactive communication,
organized around a shared interest or purpose, although
sometimes communication itself becomes the objective”. He
says that technological development provides appropriate
support for communication. According to MARTINHO, the
network’s capacity lies in generating connection. Author’s
emphasis:
The density of the network is not directly related to the
number of points that make it up, but to the number of
connections that these points establish between each other.
This is the most important aspect and seems to prove that the
network’s capacity far exceeds the mere sum of its elements.
FELINTO States that in the virtual environment, identity
becomes the result of a purposeful construction process, and,
in this way, subject would have complete freedom in
re-elaborating their personas. “The subject becomes his own
Creator; individual who not only produces new worlds and
beings, but who can also reinvente indefinitely.”
LÉVY:
In the of knowledge, failing to recognize others in their
intelligence is to deny them their genuine social identity, to
feed their resentment and hostility, their humiliation, the
frustration from which violence arises. On the other hand,
when we value others according to the varied range of their
knowledge, we allow them to identify ia new and positive way,
we contribute to mobilizing them, to developing them feelings
of recognition that will consequently facilitate the
involvement of others in collective projects.
2.1. Research on social media use
According to data from e. life (monitoring,
consumer-generated media analysis and social media America
and Portugal – Europe) research carried out in 2023 reveals
that 97.5% of people access the internet to access social from
their homes following a percentage of 60.2%, at work and
school there is 25% access.
Regarding the equipment and accessories used to access the
network, we identified that practically 70.5% access it from
smartphones, 60.9% form notebook and desktops,
highlighting the increasing practicality of several
simultaneous access points.
Regarding the time spent connected to the internet, the
study shows that a percentage above 40% spend more than 20
hours a week connected. Regarding the social media accessed,
more than 67% on Instagram, 59% of people have accounts on
Twitter, 26% on TikTok and other platforms.
2.1.1. The Benefit of Using Social Media in Education
According to the study, it appears that in contemporary
times the social reality is different compared to some previous
generations. Current students are part of a completely
globalized world where cell phones and the internet are a
3
cultural aspect already inserted within their educational
reality.
Regardless of the implementation or not of the use of social
networks within the educational context, this happens in a
transparent way, where we observe communication devices
where the social network works between them, including with
subject pertinent to the daily life of the school such as tests,
assessments, assignments and, in parallel, personal matters.
We may not accept it, but this reality and interactions are a
consequence.
Using social networks, we must target technological
support resources as a complementary form of teaching
carried out within the classroom, including chat resources,
forums, research, email, among others that are created and
readapted daily in technological discoveries. We should use
social media in schools because.
Just like Web 2.0 tools, social networks offer immense
pedagogical potential. They enable group study, knowledge
exchange and collaborative learning. One of the
communication tools that exist on almost all social networks
are discusión forums. Members can open a new topic and
interact with other members by sharing ideas anyway, with so
much technology and free tools available on the Web, it is up
to the teacher to know to use them to attract young people’s
interest in using these social networks favoring their own
learning in a collective and interactive way. [2].
GALLO presented positive characteristics in the use of
social networks as a teching- learning tool.
This wide range of topics, the exchange of information,
ease of use and high interconnection between users make
Instagram a popular and successful tool among young people
and adults. The playful aspect through fun, relaxation and
spontaneity means that Instagram is not also seen as a learning
environment but Rather as a relationship’s environment for
users, but many start to build knowledge through message and
the discusión generate by groups virtual. In this sense, it can
function as na ally/partner, as it enables the meeting of people
with similar interests and múltiple points of view, favoring
communication and expanding cooperation and recognition of
others. [13].
When we analyze the functioning of a social network, we
observe various forms of interaction between different users
and have access to people’s behavioral, social, and private
data. Your preferences and opinions on various subject’s.
When we talk about “following” and “liking” within a social
network, people are encouraged to Discover new things,
investigate, and look for new information. Interaction within
the school environment can make education participate in the
social life of students, following their diversities and realities
outside the classroom, truly becoming more and more a
modifying for more effective guidance, providing a teaching,
and learning process increasingly closer to the student’s
reality.
Interaction within the school environment can make
education participate in the social life of students, following
their diversities and realities outside the classroom, truly
becoming more and more a modifying agent, having many
4 Antonia Edivânia Lima da Silva Canja: Impacts of Social Media on Brazilian Education
arguments and information for more effective guidance,
providing a teaching, and learning process increasingly closer
to the student’s reality.
2.1.2. Challenges in the Process of Using Social Networks
We will highlight some social media work within the
classroom, such as the need for na alignment of the
pedagogical structures of how this process will be carried out.
Resistance in access to use by Everyone within the school is
a factor that can make the process difficult, as the student is
not obliged to have access to the internet at home, in addition
to the school not having access to the network.
Disclosure of personal data and the lives of each student can
generate another possible reason for criticism, as the
classroom must be a place of interaction with the student’s
personal and social reality.
As for teachers, there is great resistance to this culture for
several reasons, so many pedagogical, that is, components and
items will be worked on within the network and what the
process of its limitations will be like. Another difficulty
encountered would be the attempt to reinvente and innovate in
their class methodologies, generating the need for training and
learning these new tools that would make a change in the
blackboard process. (Whiteboard, brush, and saliva).
According to studies by HARASIM, there are problems in
usability as well as in the software and hardware resources that
will be used, (communication anxiety), explaining that
restlessness in digital interaction can harm the quality and
form of learning both for the student who generates na
expectations of having the information and the teacher who
shares the knowledge. The excess of information on the
network is the “infoglut”, the amount of information available
on the network makes the source of information difficult, such
as the reliability or not, which can harm the student’s learning
process, problems in time management, often our activities
and distance interactions take up a lot of our time and
face-to-face activities, requiring greater Administration and
control of carrying out tasks on the network, such as
difficulties in preparing activities (conversations, work, etc)
which can be a huge difficulty for the teacher/student in na
environment without personal contact.
The methodology used needs to be studied where Everyone
can Interact with Everyone else in the development of
activities, a spirit of competition Rather than cooperation
between students, it is important to develop the concept of
using tools as a means of learning and not competitiveness,
this is the main objective. Problems in establishing group
dynamics, unequal participation of users, poor communication,
lack of institutional and planning support are the most cited by
authors. [15].
The methodology used needs to be studied where Everyone
can Interact with Everyone else in the development of
activities, a spirit of competition Rather than cooperation
between students, it is important to develop the concept of
using tools as a means of learning and not competitiveness,
this is the main objective. Problems in establishing group
dynamics, unequal participation of users, poor communication,
lack of institutional and planning support are the most cited by
authors. [15].
3. Research Methods
The research was carried out within a theoretical structure,
where the approach is qualitative and exploratory in nature.
Bibliographic research with secondary data sources was used.
Through the presentation of work data, discursive topics were
presented about social media within the teaching-learning
process, from its advantages and difficulties faced by teachers
and possible resistance when working with social networks.
The research was carried out within a theoretical structure,
where the approach is qualitative and exploratory in nature.
Bibliographic research with secondary data sources was used.
Thorough the presentation of work data, discursive topics
were presented about social media within the teaching-
learning process, from its advantages and difficulties faced by
teachers and possible resistance when working with socias
networks.
Research points to na increase in the use of media within the
social lives of young people and people in general, which is
part of their personal and professional circles, contributing to
people’s learning. The accessibility of access and points
presented in the research where equipment becomes
increasingly adapted to work with social media.
4. Conclusions
The study presented tools and processes in the school’s
teaching methodology using social media as a working tool, as
well as guidance for teachers on how to use and adapt their
methods and contente within the concept of learning through
social networks.
Even the difficulties regarding progress demonstrate that
there is a tendency to adapt the learning process within these
new tools that are currently part of the student’s social life.
The teacher must adapt to this new reality by developing
and learning new methodologies and ways of interacting with
students. This work will serve as a basis for other research
continuing the subject with exploration of topics belonging to
this theme.
Abbreviations
TIDIS: Digital Information and Communication
Techonologies in the school context
ORCID
https://orcid.org/0000-0002-5096-2932
Conflicts of Interest
The author declares no conflict of interest.
 Science Journal of Education 2024; X(X): XX-XX
References
[1] ANDRADE, P. F. & LIMA, M. C. M. National educational
informatics program. The use of information technology in
Brazilian public schools (1970 – 2004). MEC: Secretariats od
Distance Education, 1996.
[2] BASSO, M. V. Digital media, systems of concepts and learning
in mathematics. Brazilian Journal of Informatics in Education,
v. 13, no. 2, p. 42 – 52, 2005.
[3] BIELEFELDT, T. Computers and Student Learning:
Interpreting the Multivariate Analysis of PISA 2000. Journal of
Research on Technology in Education, vol. 37, no 4, 2005.
[4] BRENNAND, Edna G. G. Hypermedia and new cognitive
engineering in training spaces. IN: SILVA ET AL (Org.) XIII
ENDIPE – National Meeting of Didactics and Teaching
Practice. Educational policies, technologies, and teacher
training: repercussions on didactics and teaching practices.
Recife: ENDIPE, 2006.
[5] CAMARGO, A. C.; BLIKSTEIN, P. & Lopes, R. D. Robotics
on the periphery? Use of digital technologies in the public
education network in São Paulo as a tool for expression and
inclusion. In: XI Workshop on Informatics in Education – WIE,
Brazilian Computer Symposium, São Leopoldo – RS, Jul. 2005.
[6] CASTELLS, Manuel. The network society. The information
age: economy, society, and culture; v. 1, 3a. Editora São Paulo,
Paz e Terr, 1999.
[7] CASTELLS. Network society. The information age: economy,
society, and culture – Volume 1. São Paulo: Paz & Terra, 2002.
[8] MORAES. Internet and network society. In: MORAES, D.
(ed.), For another communication. Rio de Janeiro: Record,
2003.
[9] CAVALLO, D.; BLIKSTEIN, P.; SIPITAKIAT, A.; BASU, A.;
CAMARGO, A.; LOPES. R. D. & CAVALO, A. The city that
we want: generative themes, constructionist technologies and
school/ social change. In: IEEE International Conference on
Advanced Learning Technologies – ICALT, Washington –
USA, 2004. – Campelo, A. C. Database records: Systematized
information for Brazilian Health accounts – Brasília: IPEA,
2009.
View publication stats
5
[10] DWYER, T.; WAINE, J.; DUTRA, R. S.; COVOC, A.;
MAGALHÃES, V. B.; FERREIRA, L. R.; PIMENTA, V. A &
KLEUCIO, C. Uncovering myths: computers and performance
in the school system. Education and Society, v. 28, no 101,
pages. 1303-1328, 2007.
[11] FELINTO, Eric. Technognosis: virtual technologies, identity,
and spiritual imagination. In FAMECOS Magazine: media,
culture, and technology. EDIPUCRS. Porto Alegre, no. 18, p.
15 – 25, August 2002.
[12] FRANCO, J. F.; FICHEMAN, I. K.; AQUINO, E. M. M.;
MORENO, M.; MANGERONA, M. S. & LOPES, R. D. Using
digital resources as suport to São Paulo. Workshop on
Pedagogical Models in Distance Education Sbie, 2007.
[13] GALLO, Patricia. Orkut as a learning tool. IN: MERCADO,
Luis Paulo Leopoldo (org.). Experiences with information and
communication technologies in education. Maceio: EDUFAL,
2006.
[14] GARDNER, Howard. Multiple intelligences: theory in practice.
Porto Alegre: Artes Medicas, 2000. (Translated by Maria
Adriana Veríssimo Veronese).
[15] HARASIM, Linda (et al). Learning networks: a guide to online
teaching and learning. São Paulo: SENAC São Paulo, 2005.
[16] KENSKI, Vani Moreira. Technologies and classroom teaching
and distance. 2nde ed. Campinas, SP: Papirus, 2004.
[17] LÉVY, PIERRE – Collective intelligence – towards an
anthropology of cyberspace. São Paulo: Loyola, 1999.
[18] MARTINHO, Cássio and COSTA, Larissa (coord.) Networks:
An introduction to the dynamics of connectivity and self-
organization. WWF – Brazil. Available in Access in December
2023.
[19] NERI, M. C. (coordination). Map of the digital divide. Rio de
Janeiro: FGV/IBRE, 2003.
[20] SANTANA, C. Social networks on the internet: enhancing
social interactions. Hipertextos Magazine, vol. 1, 2007.
[21] TRIVINHO, Eugênio. Networks: obliterations at the end of the
century. São Paulo: Anna Blume, 1998.