Social Network Analysis Methodology as a Tool for Social Diagnosis in the Classroom

a Case Study in the Brazilian Public Education

Authors

  • Leandro César Mol Barbosa Instituto Federal de Educação Ciência e Tecnologia de Minas Gerais – IFMG. Congonhas, MG, Brasil. https://orcid.org/0000-0001-7186-5405
  • Mônica da Cunha Silva Instituto Federal de Educação Ciência e Tecnologia de Minas Gerais – IFMG. Arcos, MG, Brasil. https://orcid.org/0000-0001-7186-5405
  • Ronan Daré Tocafundo Instituto Federal de Educação Ciência e Tecnologia de Minas Gerais – IFMG. Congonhas, MG, Brasil. https://orcid.org/0000-0003-4320-0435

DOI:

https://doi.org/10.14195/1647-8614_53-2_2

Keywords:

Social Networks, Family income, Ethnic group, Quotas

Abstract

This work aims to present a practical methodology for the integration of the network analysis techniques with the socioeconomic features of students from the Brazilian public schools, such as ethnic group, income, and quotas. The methodology was tested through a case study elaborated in a second-year class of a federal public institution. The results made it possible to understand in detail the social behavior of students regarding the development of study ties. Among the findings, it was possible to observe the network heterogeneity, in which the highest positions of authority and centrality were taken by the white students and without quotas, the development of five communities with high capacity for developing ties, the identification of four quota students isolated in the network as well as the grouping of brown students and quota students in communities with a higher degree of interaction.

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Published

2020-06-30

How to Cite

Mol Barbosa, L. C., da Cunha Silva, M., & Tocafundo, R. D. (2020). Social Network Analysis Methodology as a Tool for Social Diagnosis in the Classroom: a Case Study in the Brazilian Public Education. Revista Portuguesa De Pedagogia, (53-2), 23-46. https://doi.org/10.14195/1647-8614_53-2_2

Issue

No. 53-2 (2019)

Section

Articles

License

Copyright (c) 2019 Revista Portuguesa de Pedagogia

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.