ANÁLISE DE TECNOBIOGRAFIAS DE ACADÊMICOS DE PÓS-GRADUAÇÃO: RELAÇÕES ENTRE A TECNOLOGIA E A AUTONOMIA

Abstract

The technobiography consists of a narrative that encompasses perspectives on the first contact with technologies, the daily use of social networks, and the forms of consumption of digital content, which is why it serves as an instrument for studying people's social practices. Thus, this article aims to analyze technobiographies of academics from the Postgraduate Program in Literature (PPGL) at the Federal University of Roraima (UFRR), with a view to understanding how interaction with digital technologies, throughout each person's life history, contributes to the development of autonomy in educational environments. With the theoretical support of research in Applied Linguistics (AL) on technologies and autonomy, the present qualitative research was carried out, which focused on the collection and analysis of personal narratives that reflect the participants' experiences with technologies throughout their academic trajectories. Results indicate that: 1) participants first appropriate mobile devices and social networks for leisure and interaction purposes (with friends, for example), and only later for educational purposes; 2) the main digital contents consumed are video tutorials, video lessons, and support materials on platforms such as YouTube, promoting their autonomous learning; 3) mixed feelings emerge regarding technology dependence, revealing the importance of critical mediation in the use of these resources. The research highlights the relevance of technobiography as an instrument for understanding digital literacies and the development of academic autonomy, providing subsidies for educational policies that encourage the responsible and critical use of digital technologies.