Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change

Fernando Rezende da Cunha Júnior; Monica Ferreira Lemos

doi:doi:10.11648/j.hss.20170506.15

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Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change

Fernando Rezende da Cunha Júnior, Monica Ferreira Lemos

Published in Humanities and Social Sciences (Volume 5, Issue 6)

Received: 17 October 2017 Accepted: 10 November 2017 Published: 15 December 2017

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Abstract

This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named ‘Do not close my school’ was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the ‘Do not close my school’ movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.

Published in	Humanities and Social Sciences (Volume 5, Issue 6)
DOI	10.11648/j.hss.20170506.15
Page(s)	222-229
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Occupation, Online Communication, Collaborative Agency, Students’ Movement

References

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APA Style

Fernando Rezende da Cunha Júnior, Monica Ferreira Lemos. (2017). Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanities and Social Sciences, 5(6), 222-229. https://doi.org/10.11648/j.hss.20170506.15

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ACS Style

Fernando Rezende da Cunha Júnior; Monica Ferreira Lemos. Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanit. Soc. Sci. 2017, 5(6), 222-229. doi: 10.11648/j.hss.20170506.15

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AMA Style

Fernando Rezende da Cunha Júnior, Monica Ferreira Lemos. Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanit Soc Sci. 2017;5(6):222-229. doi: 10.11648/j.hss.20170506.15

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@article{10.11648/j.hss.20170506.15,
  author = {Fernando Rezende da Cunha Júnior and Monica Ferreira Lemos},
  title = {Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change},
  journal = {Humanities and Social Sciences},
  volume = {5},
  number = {6},
  pages = {222-229},
  doi = {10.11648/j.hss.20170506.15},
  url = {https://doi.org/10.11648/j.hss.20170506.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20170506.15},
  abstract = {This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named ‘Do not close my school’ was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the ‘Do not close my school’ movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.},
 year = {2017}
}

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TY  - JOUR
T1  - Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change
AU  - Fernando Rezende da Cunha Júnior
AU  - Monica Ferreira Lemos
Y1  - 2017/12/15
PY  - 2017
N1  - https://doi.org/10.11648/j.hss.20170506.15
DO  - 10.11648/j.hss.20170506.15
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
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EP  - 229
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20170506.15
AB  - This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named ‘Do not close my school’ was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the ‘Do not close my school’ movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.
VL  - 5
IS  - 6
ER  -

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Author Information

Fernando Rezende da Cunha Júnior

Department of Research and Theory in Education, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
Monica Ferreira Lemos

Institute of Behavioural Sciences, Centre for Research on Activity, Development and Learning, University of Helsinki, Helsinki, Finland

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APA Style

Fernando Rezende da Cunha Júnior, Monica Ferreira Lemos. (2017). Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanities and Social Sciences, 5(6), 222-229. https://doi.org/10.11648/j.hss.20170506.15

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ACS Style

Fernando Rezende da Cunha Júnior; Monica Ferreira Lemos. Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanit. Soc. Sci. 2017, 5(6), 222-229. doi: 10.11648/j.hss.20170506.15

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AMA Style

Fernando Rezende da Cunha Júnior, Monica Ferreira Lemos. Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change. Humanit Soc Sci. 2017;5(6):222-229. doi: 10.11648/j.hss.20170506.15

Copy | Download

@article{10.11648/j.hss.20170506.15,
  author = {Fernando Rezende da Cunha Júnior and Monica Ferreira Lemos},
  title = {Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change},
  journal = {Humanities and Social Sciences},
  volume = {5},
  number = {6},
  pages = {222-229},
  doi = {10.11648/j.hss.20170506.15},
  url = {https://doi.org/10.11648/j.hss.20170506.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20170506.15},
  abstract = {This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named ‘Do not close my school’ was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the ‘Do not close my school’ movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change
AU  - Fernando Rezende da Cunha Júnior
AU  - Monica Ferreira Lemos
Y1  - 2017/12/15
PY  - 2017
N1  - https://doi.org/10.11648/j.hss.20170506.15
DO  - 10.11648/j.hss.20170506.15
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 222
EP  - 229
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20170506.15
AB  - This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named ‘Do not close my school’ was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the ‘Do not close my school’ movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.
VL  - 5
IS  - 6
ER  -

Copy | Download