O Comportamento Informacional dos Docentes do Colégio da Polícia Militar do Estado da Bahia, unidade Dendezeiros: uma análise do uso dos dispositivos das redes sociais para a prática de pesquisa orientada às atividades de iniciação científica.

Abstract

The research presented as a theme the informational behavior of high school teachers oriented to activities related to the practice of scientific research, associated with the teaching-learning process. Considering the statement, we questioned how the social network devices can contribute to the oriented research practices of the teachers of the Military Police College of the State of Bahia? To answer the starting question, we outlined the research objectives, whose general objective sought to evaluate the implications of the use of social networks in the oriented research practices of the teachers of the Military Police College of the State of Bahia, in the light of knowledge from the domain of Information Science (IC) knowledge. To ensure the feasibility of the research, we determined the specific objectives, which aimed to: a) profile the teachers who adopt social network devices to enhance the teaching-learning processes of the students of the analyzed institution; b) map the active scientific initiation projects and the respective social networks used in the process of search and retrieval of information by teachers and; c) describe mechanisms of informational behavior of teachers in the process of search, retrieval and use of content oriented to scientific initiation activities. For the development of the stated objectives, we used, in the research methodology, the monographic procedure method (case study), the level of investigation is descriptive, data analysis adopted a qualitative and quantitative nature, and the technique and instrument of research corresponded to the structure of an electronic questionnaire. The results allowed us to infer the interference of social networks in the teaching-learning process, also intervening positively in the informational behavior of teachers. As final considerations, we highlight the importance of qualifying the use of social networks inscribed in technological spaces, considering the school environment interrelated to the world of information and, consequently, discuss the potentiality of social networks.