Academic literature on the topic 'Beyblade volume 03 download'

This article aims to present a research result on meanings of formative practice in the context of Institutional Program of Initiation to Teaching (PIBID). As a research method, adopted the sociological phenomenology that allowed, among other aspects, to understand the symbolic dimension of formative practice for each students. One of the principles of that method consists in the perspective that senses emerge from the relation with the other, bringing to surface the idea of intersubjectivity, thus configuring a phenomenology of social relations. In order to access the senses produced in the world of life, in encounter of consciousness with the world, in specific case of this research, in the context of formative practice, semistructured interview has been used with five undergraduate students invited to give a break in the flow of life for think about teacher training. The senses revealed in this study are close to the concern with student learning, having the teacher as the main driver of this process, as well as the student and his way of learning. There are also senses about difficulties that each student presents in application of knowledge and draws attention to the relation between knowledge and reality. Sense about the teacher-student relationship reveals concern with professional and human dimension as well as authority of teacher's knowledge in the classroom with students.Resumo Este artigo tem como objetivo apresentar resultado de pesquisa sobre sentidos de prática formativa no contexto do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Como método de pesquisa adotou-se a Fenomenologia Sociológica que permitiu, entre outros aspectos, compreender a dimensão simbólica da prática formativa para cada um dos estudantes. Um dos princípios desse método consiste na perspectiva de que os sentidos nascem da relação com o outro trazendo à tona a ideia de intersubjetividade configurando, assim, uma Fenomenologia das relações sociais. Para acessar os sentidos produzidos no mundo da vida, no encontro da consciência com o mundo, no caso especifico desta pesquisa, no contexto da prática formativa, foi utilizada a entrevista semiestruturada com cinco estudantes de licenciaturas diversas, convidados a suspender o fluxo da vida para pensar sobre sua formação docente. Os sentidos revelados neste estudo se aproximam na preocupação com a aprendizagem do estudante tendo o professor como principal condutor desse processo como, também, o estudante e seu modo de aprender. Aparecem, também, sentidos a respeito das dificuldades que cada aluno apresenta na aplicação do conhecimento e chama à atenção para a relação entre conhecimento e realidade. Sentidos sobre a relação professor-estudante revelam preocupação com a dimensão profissional e humana, bem como a autoridade do conhecimento do professor, em sala de aula, com os estudantes.ResumenEste artículo tiene como objetivo presentar resultados de investigación sobre sentidos de práctica formativa en el contexto del Programa Institucional de Beca de Iniciación a la Docencia (PIBID). Como método de investigación se adoptó si la fenomenología sociológica que permitió, entre otros aspectos, comprender la dimensión simbólica de la práctica formativa para cada uno de los estudiantes. Uno de los principios de este método consiste en la perspectiva de que los sentidos nacen de la relación con el otro trayendo a la superficie la idea de intersubjetividad, configurando así una fenomenología de las relaciones sociales. Para acceder a los sentidos producidos en el mundo de la vida, en el encuentro de la conciencia con el mundo, en el caso específico de esa investigación, en el contexto de la práctica formativa, se utilizó la entrevista semiestructurada con cinco estudiantes de licenciaturas diversas, invitados a suspender el flujo de la vida para pensar en su formación docente. Los sentidos revelados en este estudio se aproximan a la preocupación por el aprendizaje del estudiante teniendo el profesor como principal conductor de ese proceso como, también, el estudiante y su modo de aprender. Aparecen, también, sentidos respecto a las dificultades que cada alumno presenta en la aplicación del conocimiento y llama la atención sobre la relación entre conocimiento y realidad. Los sentidos sobre la relación profesor-estudiante revelan preocupación por la dimensión profesional y humana así como la autoridad del conocimiento del profesor, en el aula, con los estudiantes.Palavras-chave: Ensino superior, Fenomenologia sociológica, Prática formativa.Keywords: Higher education, Sociological phenomenology, Formative practice.Palabras clave: Enseñanza superior, Fenomenología sociológica, Práctica formativa.ReferencesAMADO, J. Manual de investigação qualitativa em educação. Portugal: Imprensa da Universidade de Coimbra, 2014.AMBROSETTI, N. B. et al. Contribuições do PIBID para a formação inicial de professores: o olhar dos estudantes. Educação em Perspectiva, Viçosa, v. 4, n. 1, p. 151-174, jan./jun. 2013. Disponível em http://www.seer.ufv.br/seer/educacaoemperspectiva/index.php/ppgeufv/article/viewFile/405/106 Acesso em 10/03/2017.ASSIS, A. S. de. Contribuições do PIBID para a valorização dos professores: o que dizem as teses e dissertações? 38ª Reunião Nacional da ANPEd – 01 a 05 de outubro de 2017, UFMA – São Luís. Disponível em http://38reuniao.anped.org.br/sites/default/files/resources/programacao/trabalho_38anped_2017_GT08_1256.pdf Acesso em 18/11/2017.BRASIL. Decreto nº 7.219, de 24 de junho de 2010. Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência – Pibid. Disponível em http://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2010/Decreto/D7219.htm Acesso em 08/03/2017.BRASIL. Lei nº 11.502, de 11 de julho de 2007. Modifica as competências e a estrutura organizacional da fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES, de que trata a Lei no 8.405, de 9 de janeiro de 1992; e altera as Leis nos 8.405, de 9 de janeiro de 1992, e 11.273, de 6 de fevereiro de 2006, que autoriza a concessão de bolsas de estudo e de pesquisa a participantes de programas de formação inicial e continuada de professores para a educação básica. Disponível em https://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2007/Lei/L11502.htm Acesso em 08/03/2017.BRASIL. Portaria Normativa nº 38, de 12 de dezembro de 2007. Ministério da Educação. Dispõe sobre o Programa Institucional de Bolsa de Iniciação à Docência. Disponível em https://www.capes.gov.br/images/stories/download/legislacao/Portaria_Normativa_38_PIBID.pdf Acesso em 08/03/2017.CRUSOÉ, Nilma Margarida de Castro. Subprojeto de Pedagogia: A organização da prática pedagógica dos professores dos três (03) anos iniciais do Ensino Fundamental de nove (09) anos: articulação e continuidade da trajetória escolar. In: BAHIA, Projeto Institucional Microrrede de ensino-aprendizagem-formação. PIBID/UESB, Vitória da Conquista, Bahia, 2012.CRUSOÉ, Nilma Margarida de Castro. Prática Pedagógica interdisciplinar na escola fundamental: sentidos atribuídos pelas professoras. Curitiba, PR:CRV, 2014.FELÍCIO, H. M. dos S. O PIBID com “terceiro espaço” de formação inicial de professores. Rev. Diálogo Educ., Curitiba, V. 14. n. 42, p. 415-434, maio/ago. 2014. Disponível em http://www2.pucpr.br/reol/index.php/dialogo?dd99=pdf&dd1=12752 Acesso em 03/07/2017.FREIRE, P. Professora sim, tia não: cartas a quem ousa ensinar. São Paulo: Olho Dágua, 1997.FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 36 ed. São Paulo: Paz e Terra, 1996.GATTI, B.; BARRETTO, E. S. de S.; ANDRÉ, M. E. D. A. Políticas docentes no Brasil: um estado da arte. Brasília: UNESCO, 2011. Disponível em http://unesdoc.unesco.org/images/0021/002121/212183POR.pdf Acesso em 10/03/2017.HUSSERL, Edmund. Investigações lógicas: segundo volume, parte I: investigações para a fenomenologia e a Teoria do conhecimento. Rio de Janeiro: Forense, 2015.HUSSERL, Edmund. Ideias para uma fenomenologia pura e para uma filosofia fenomenológica: introdução geral à fenomenologia pura. Aparecida, SP: Ideias & Letras, 2006. MEC/UFRGS. Projeto de cooperação técnica MEC e UFRGS para construção de orientações curriculares para a Educação Infantil. Brasília, 2009. Disponível em http://portal.mec.gov.br/dmdocuments/relat_seb_praticas_cotidianas.pdf Acesso em 24/01/2019.MINAYO, M. C. de S. O desafio do conhecimento: pesquisa qualitativa em saúde. 12 ed. São Paulo: Hucitec, 2010.PROJETO INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA – PIBID. Universidade Estadual do Sudoeste da Bahia – UESB. Microrrede de ensino-aprendizagem-formação. 2012. Disponível em http://www.uesb.br/links/2013/05/fapesb/projeto_institucional_2012.pdf Acesso em 04/03/2017.SAVIANI, D. Pedagogia histórico-crítica: primeiras aproximações. 11 ed. rev. Campinas, SP: Autores Associados, 2011. (Coleção Educação contemporânea).SAVIANI, D. Escola e democracia. 32 ed. Campinas, SP: Autores Associados, 1999. (Coleção Polêmicas do nosso tempo).SCHUTZ, A. Sobre fenomenologia e relações sociais. Edição e organização: Helmut T. R. Wagner. Tradução de Raquel Weiss. Petrópolis, RJ: Vozes, 2012.ZEICHNER, K. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Educação, Santa Maria, v. 35, n. 3, p. 479-504, set./dez. 2010. Disponível em https://periodicos.ufsm.br/reveducacao/article/view/2357/1424 Acesso em 20/05/2017.e3446062

O presente texto propõe-se a analisar a produção literária da escritora negra baiana Fátima Trinchão, como uma prática de (r)existência, com base nos estudos sobre feminismo negro a partir de uma leitura decolonial. Para compor tal reflexão, foram selecionados poemas da escritora que rememoram a escravidão, período no qual o corpo das mulheres negras foi destituído de mente (HOOKS, 1995), sendo sistematicamente violentado pelos senhores brancos. A partir dessa análise, pretende-se pensar como essa escrita (re)significa as memórias da escravidão, entendendo que esse ato de rememoração reveste-se, conforme aponta Márcia dos Santos (2007), de uma intencionalidade que, para além da perspectiva de “conhecer o passado”, delimita também ações e reações necessárias ao exercício político, marcando identidades e lutas.REFERÊNCIAS:ALBUQUERQUE, Wlamyra R. de; FRAGA FILHO, Walter. Uma história do negro no Brasil. Salvador: Centro de Estudos Afro-Orientais; Brasília: Fundação Cultural Palmares, 2006. Disponível em: https://www.geledes.org.br/wp-content/uploads/2014/04/uma-historia-do-negro-no-brasil.pdf. Acesso: 13 ago. 2018.BENJAMIN, Walter. Sobre o conceito da história. In: ______ Magia e técnica, arte e política: ensaios sobre literatura e história da cultura – Obras Escolhidas, Volume I. Trad. Paulo Sérgio Rouanet – 8. ed. – São Paulo: Brasiliense, 2012, p. 241-252.CARNEIRO, Sueli. Enegrecer o feminismo: a situação da mulher negra na América Latina a partir de uma perspectiva de gênero. In Ashoka Empreendimentos Sociais Takano Cidadania (Orgs.). Racismos contemporâneos. Rio de Janeiro: Takano Editora, 2003, p. 49-58. Disponível em: https://pt.scribd.com/document/322208263/Sueli-Carneiro-Enegrecer-o-Feminismo. Acesso em: 28 maio 2018.DAVIS, Ângela. O legado da escravatura: bases para uma nova natureza feminina. In: ________ Mulher, Raça e Classe. Tradução Livre. Plataforma Gueto, 2013. Disponível em: https://we.riseup.net/assets/165852/mulheres-rac3a7a-e-classe.pdf. Acesso em: 23 maio 2018.DELEUZE, Gilles. A literatura e a vida. In:______. Crítica e clínica. São Paulo: Editora 34, 2004. p. 11-16.EVARISTO, Conceição. Conceição Evaristo: minha escrita é contaminada pela condição de mulher negra. Nexo Jornal, São Paulo, 26 maio 2017. Entrevista concedida a Juliana Domingos de Lima. Disponível em: https://www.nexojornal.com.br/entrevista/2017/05/26/Concei%C3%A7%C3%A3o-Evaristo-%E2%80%98minha-escrita-%C3%A9-contaminada-pela-condi%C3%A7%C3%A3o-de-mulher-negra%E2%80%99. Acesso: 13 ago. 2018.EVARISTO, Conceição. Da grafia-desenho de minha mãe, um dos lugares de nascimento de minha escrita. In: ALEXANDRE, Marcos Antônio (org). Representações performáticas brasileiras: teorias, práticas e suas interfaces. Belo Horizonte: Mazza Edições, 2007, p 16-21. Disponível em: http://nossaescrevivencia.blogspot.com/2012/08/da-grafia-desenho-de-minha-mae-um-dos.html. Acesso: 13 ago. 2018.FIGUEIREDO, Eurídice. Mulheres ao espelho: autobiografia, ficção, autoficção. Rio de Janeiro: EdUERJ, 2013.FOUCAULT, Michel. Microfísica do poder. Trad. de Roberto Machado. 2a ed. Rio de Janeiro: Paz e Terra, 2015.GAGNEBIN, Jeanne Marie. Memória, história, testemunho. In: ______. Lembrar escrever esquecer. São Paulo: Ed. 34, 2006, p. 49-57. Disponível em: https://joaocamillopenna.files.wordpress.com/2015/03/gagnebin-jeanne-marie-lembrar-escrever-esquecer.pdf. Acesso: 25 maio. 2014.GOMES, Nilma Lino. Intelectuais Negros e Produção do Conhecimento: algumas reflexões sobre a realidade brasileira. In: SANTOS, Boaventura de Sousa; MENESES, Maria Paula. (Orgs.) Epistemologias do Sul. Coimbra: Edições Almedina. AS, 2009, p. 419-441. Disponível em: http://cvc.instituto-camoes.pt/conhecer/biblioteca-digital-camoes/pensamento-e-ciencia/2106-2106/file.html. Acesso em: 27 maio 2018.GONZALEZ, Lélia. Racismo e sexismo na cultura brasileira. In: Revista Ciências Sociais Hoje, Anpocs, 1984, p. 223-244. Disponível em: https://edisciplinas.usp.br/pluginfile.php/4130749/mod_resource/content/1/Gonzalez.Lelia%281983-original%29.Racismo%20e%20sexismo%20na%20cultura%20brasileira_1983.pdf. Acesso em: 28 maio 2018.HOOKS, bell. Mulheres negras: moldando a teoria feminista. In: Revista Brasileira de Ciência Política, nº16. Tradução de Roberto Cataldo Costa. Brasília, janeiro - abril de 2015, pp. 193-210. Disponível em: http://www.scielo.br/pdf/rbcpol/n16/0103-3352-rbcpol-16-00193.pdf. Acesso em: 23 maio 2018.HOUAISS, Antônio. Dicionário Houaiss da Língua Portuguesa. Rio de Janeiro, Ed. Objetiva, 2001.KILOMBA, Grada. Descolonizando o conhecimento: uma palestra-performance de Grada Kilomba. 2016. Tradução: Jessica Oliveira. Disponível em: http://www.goethe.de/mmo/priv/15259710-STANDARD.pdf. Acesso em: 6 de jun de 2018.LE GOFF, Jacques. Memória. In: ______ História e memória. Tradução Bernardo Leitão et al. Campinas: EDUNICAMP, 1990, p. 423-483. (Coleção Repertórios) Disponível em: http://memorial.trt11.jus.br/wp-content/uploads/Hist%C3%B3ria-e-Mem%C3%B3ria.pdf. Acesso em: 20 maio 2014.LUZ, Marco Aurélio. Cultura negra e ideologia do recalque. 3a ed. Salvador: EDUFBA; Rio de Janeiro: PALLAS, 2011.SANTIAGO, Ana Rita. Vozes literárias de escritoras negras. Cruz das Almas/BA: UFRB, 2012. Disponível em: https://www1.ufrb.edu.br/editora/component/phocadownload/category/2-e-books?download=19:vozes-literarias-de-escritoras-negras. Acesso em: 27 maio 2018.SANTOS, Márcia Pereira dos. História e memória: desafios de uma relação teórica. In: OPSIS – Revista do Núcleo Interdisciplinar de Pesquisa e Estudos culturais, v.7, n.9, 2007, p. 81-97. Disponível em: http://www.revistas.ufg.br/index.php/Opsis/article/viewFile/9331/6423. Acesso em: 25 maio. 2014.SILVA, Ana Rita Santiago da. Literatura de autoria feminina negra: (des)silenciamentos e ressignificações. Vertentes Interfaces I: Estudos Literários e Comparados. Fólio – Revista de Letras, Vitória da Conquista, v. 2, n. 1 p. 20-37, jan./jun. 2010. Disponível em: http://periodicos.uesb.br/index.php/folio/article/viewFile/38/276. Acesso em: 28 abr. 2018.SILVA, Ana Rita Santiago da. O tear de memórias na poética de escritoras negras baianas. In: LEÃO, Allison; CAVALHEIRO, Juciane RIOS, Otávio. Colóquio Nacional Poéticas do Imaginário da Cátedra Amazonense de Estudos Literários: literatura, história, memória. Manaus, AM: UEA Edições, 2009, p. 22-36. Disponível em: http://www.pos.uea.edu.br/data/area/download/download/51-1.pdf. Acesso em: 23 maio 2018.SILVA, Tomaz Tadeu da. A produção social da identidade e da diferença. In: ______ (org.); HALL, Stuart; WOODWARD, Kathryn. Identidade e diferença: a perspectiva dos estudos culturais. 13. ed. Petrópolis, RJ: Vozes, 2013, p. 73-102.TRINCHÃO, Fátima. Ecos do passado. Disponível em: http://www.fatimatrinchao.net/. Acesso em: 23 maio 2018.TRINCHÃO, Fátima. Mulheres negras mulheres. Disponível em: http://www.fatimatrinchao.net/. Acesso em: 23 maio 2018.TRINCHÃO, Fátima. O canto da chibata. Disponível em: http://www.fatimatrinchao.net/. Acesso em: 23 maio 2018.TRINCHÃO, Fátima. Saudades da terra. Disponível em: http://www.fatimatrinchao.net/. Acesso em: 23 maio 2018.ENVIADO EM 09-06-19 | ACEITO EM 26-06-19

The focus of this study is the problematization of the supervised internship as praxis and its relationship with Pedagogy and Didactics, as well as its secondation in the Pedagogical Residence Program in the contemporary Brazilian social-political context. This study theoretically assumes that the internship as praxis, reflection and experimentation of planning, teaching and evaluation practices in the basic education network is a subsidy for the professional development and pedagogical training of undergraduate students. In particular, we emphasize that internships are praxis because this is a pedagogical process, a teaching instrument and a seizure of the teaching profession, comprising the principle of knowledge production from a critical reading of reality, and subsidized, above all, by Pedagogy and Didactics.ResumoO foco deste estudo é a problematização do estágio supervisionado como práxis, sua relação com a Pedagogia e a Didática, e sua secundarização no Programa de Residência Pedagógica no contexto social-político brasileiro contemporâneo. Neste trabalho, teoricamente, parte-se do pressuposto que o estágio como práxis, reflexão e experimentação de práticas de planejamento, de ensino e avaliação nas redes de ensino básico, é subsídio para o desenvolvimento profissional e a formação pedagógica dos estudantes dos cursos de licenciatura. Enfatizamos, em particular, que o estágio é práxis porque é um processo pedagógico; instrumento de ensino e de apreensão da profissão docente tendo como princípio a produção do conhecimento a partir da leitura crítica da realidade, e subsidiado, sobretudo, pela Pedagogia e a Didática.ResumenEl enfoque de este estudio es la problematización de las prácticas docentes supervisadas como praxis, su relación con la Pedagogía y la Didáctica y su secundarización en el Programa de Residencia Pedagógica en el contexto social-político brasilero contemporáneo. En este trabajo, teóricamente, se parte de la presuposición de que las prácticas docentes actúan como praxis, reflexión y experimentación de prácticas de planeamiento, de enseñanza y de evaluación en las redes de enseñanza básica, son fundamentales para el desarrollo profesional y la formación pedagógica de los estudiantes de las carreras de licenciatura. Enfatizamos, en particular, que las prácticas son praxis porque son un proceso pedagógico; instrumento de enseñanza y de aprehensión de la profesión docente teniendo como principio la producción del conocimiento a partir de la lectura crítica de la realidad, y subsidiadas, especialmente, por la Pedagogía y la Didáctica.Palavras-chave: Estágio, Práxis, Pedagogia e didática, Formação docente. Keywords: Internship, Práxis, Pedagogy and Didactics, Teacher training.Palabras-clave: Prácticas docentes, Praxis, Pedagogía y didáctica, Formación docente.ReferencesANDRÉ, Eliza Dalmazo Afonso de; ALMEIDA, Patrícia Cristina Albieri de. A profissionalidade do professor formador das licenciaturas. Rev. educ. PUC-Camp., Campinas, 22(2):203-219, maio/ago., 2017. Disponível em: https://doi.org/10.24220/2318-0870v22n2a3640. Acesso em: 21 set. 2018.ANDRÉ, Marli; CALIL, Ana Maria Gimenes Corrêa; MARTINS, Francine de Paulo; PEREIRA, Marli Amélia Lucas. O papel do outro na constituição da profissionalidade de professoras iniciantes. Revista Eletrônica de Educação, v.11, n.2, p. 505-520, jun./ago. 2017. Disponível em: http://dx.doi.org/10.14244/198271992231. Acesso em: 21 ago. 2018.ANFOPE, Associação Nacional pela Formação dos Profissionais da Educação. Manifesto contra a medida provisória N. 746/2016. Disponível em: http://www.anfope.org.br/wp-content/uploads/2018/05/Manifesto-Anfope-MP-746-12.10.2016R.pdf. Acesso em: 01 Out. 2018.ANPED - Associação Nacional de Pós-Graduação e Pesquisa em Educação. A política de formação de professores no Brasil de 2018: uma análise dos Editais CAPES de Residência Pedagógica e PIBID e a reafirmação da resolução CNE/CP 02/2015. Rio de Janeiro – RJ, ANPED, 2018. Disponível em: http://www.anped.org.br/news/em-audiencia-no-cne-anped-e-entidades-de-pesquisa-repudiam-submissao-de-formacao-de-professores. Acesso em: 04 ago. 2018.ARAÚJO, Osmar Hélio Alves; RIBEIRO, Luís Távora Furtado. Tecendo relações entre a disciplina de Didática, a Universidade e o Contexto Escolar. Educação & Linguagem • v. 21 • n. 2 • jul.- dez. 2017. Disponível em: http://dx.doi.org/10.15603/2176-1043/el.v20n2p5-14. Acesso em: 09 maio 2018.ARAÚJO, Osmar Hélio Alves; RODRIGUES, Janine Marta Coelho. Escola básica no contexto social-político contemporâneo: considerações críticas. Interfaces Científicas - Educação • Aracaju • V.7 • N.1 • p. 71 - 82 • Outubro - 2018. Disponível em: http://dx.doi.org/10.15603/2176-1043/el.v20n2p5-14. Acesso em: 12 out. 2018.ARAÚJO, Osmar Hélio Alves. Qual educação é necessária para a superação da violência e de injustiças?. Revista Teias, v. 19, n. 53, 2018. Disponível em: https://doi.org/10.12957/teias.2018.32120. Acesso em: 04 jul. 2018.BRASIL. Ministério da Educação. Conselho Nacional de Educação. Conselho Pleno. Resolução CNE/CP nº 2/2015. Define as diretrizes curriculares nacionais para a formação inicial em nível superior (cursos de licenciatura, cursos de formação pedagógica para graduados e cursos de segunda licenciatura) e para a formação continuada. Brasília, DF: MEC, 2015. Disponível em: http:// portal.mec.gov.br/cne/arquivos/pdf/. Acesso em: 05 ago. 2018.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Edital CAPES nº 06/2018 - Chamada Pública para apresentação de propostas no âmbito do Programa de Residência Pedagógica. Disponível em: http://www.capes.gov.br/images/stories/download/editais/01032018-Edital-6-2018-Residencia-pedagogica.pdf. Acesso em: 04 ago. 2018.CRUZ, Giseli Barreto da; ANDRÉ, Marli Eliza Dalmazo de. Ensino de didática: um estudo sobre concepções e práticas de professores formadores. Educação em Revista, Belo Horizonte, v.30, n.04, p.181-203, Outubro-Dezembro, 2014. Disponível em: http://dx.doi.org/10.1590/S0102-46982014000400009. Acesso em: 01 mar. 2019.FARIA, Juliana Batista; PEREIRA, Júlio Emílio Diniz. Residência pedagógica: afinal, o que é isso? R. Educ. Públ. Cuiabá, v. 28, n. 68, p. 333-356, maio/ago. 2019. Disponível em: http://dx.doi.org/10.29286/rep.v28i68.8393. Acesso em: 29 set. 2019.FRANCO, Maria Amélia Santoro. Didática: uma esperança para as dificuldades pedagógicas do Ensino superior? Práxis Educacional, Vol. 9, n. 15, 2013. Disponível em: http://periodicos.uesb.br/index.php/praxis/article/view/1947. Acesso em: 04 set. 2018.FRANCO, Maria Amélia Santoro. Prática pedagógica e docência: um olhar a partir da epistemologia do conceito. Rev. Bras. Estud. Pedagog. [online]. 2016, vol. 97, n.247, pp.534-551. Disponível em: http://dx.doi.org/10.1590/s2176-6681/288236353. Acesso em: 21 ago. 2018.FRANCO, Maria Amélia do Rosário Santoro. Pedagogia: por entre resistências e insistências. Rev. Espaço do Currículo (online), João Pessoa, v.10, n.2, p. 161-173, mai./ago. 2017. Disponível em: http://periodicos.ufpb.br/ojs2/index.php. Acesso em: 01 out. 2018.GONÇALVEZ, Suzane da Rocha Vieira. Interesses mercadológicos: e o "novo" ensino médio. Revista Retratos da escola, Brasília, v. 11, n. 20, p. 33-44, jan./jun. 2017. Disponível em: http://dx.doi.org/10.22420/rde.v11i20.753. Acesso em: 03 out. 2018.GUEDES, Marilde Queiroz. A nova política de formação de professores no Brasil: enquadramentos da base nacional comum curricular e do programa de residência pedagógica. Da Investigação às Práticas, 9(1), 90 – 99, 2019. Disponível em: https://doi.org/10.25757/invep.v9i1.174 . Acesso em: 299 set. 2019.LIMA, Maria Socorro Lucena. Mobilização da práxis pedagógica no estágio com pesquisa: a produção escrita de textos coletivos. In: D’ÁVILA, Cristina, [et al.] (Orgs). Didática: saberes estruturantes e formação de professores. Salvador: EDUFBA, 2019, p. 133-145.LIBÂNEO, José Carlos. O dualismo perverso da escola pública brasileira: escola do conhecimento para os ricos, escola do acolhimento social para os pobres. Educação e Pesquisa, São Paulo, v. 38, n. 1, p. 13-28, 2012. Disponível em: http://www.scielo.br/pdf/ep/v38n1/aop323.pdf. Acesso: 14 out. 2018.LIBÂNEO, José Carlos. O campo teórico e profissional da Didática hoje: entre Ítaca e o canto das sereias. In: FRANCO, Maria Amélia Santoro; PIMENTA, Selma Garrido (Orgs.). Didática: embates contemporâneos. 3ª ed. São Paulo: Edições Loyola, 2014. p.43-73.MARAFELLI, Cecilia Maria; RODRIGUES, Priscila Andrade Magalhães; BRANDÃO, Zaia. A formação profissional dos professores: um velho problema sob outro ângulo. Cadernos de Pesquisa, v.47 n.165 p.982-997 jul./set. 2017. Disponível em: http://publicacoes.fcc.org.br/ojs/index.php/cp/article/view/4293. Acesso em: 21 nov. 2018.MEDEIROS, Emerson Augusto de; AGUIAR, Ana Lúcia Oliveira. Formação inicial de professores da educação básica em licenciaturas de universidades públicas do Rio Grande do Norte: estudo de currículos e suas matrizes curriculares. Revista Ibero Americana de Estudos em Educação, Araraquara, v. 13, n. 03, p. 1028-1049, jul./set., 2018. Disponível em: https://doi.org/10.21723/riaee.v13.n3.2018.10975. Acesso em: 14 out. 2018.MOLL, Jaqueline. Reformar para retardar. A lógica da mudança do EM. Revista Retratos da escola, Brasília, v. 11, n. 20, p. 33-44, jan./jun. 2017. Disponível em: http://dx.doi.org/10.22420/rde.v11i20.771. Acesso em: 03 out. 2018.MORGADO, José Carlos. Identidade e profissionalidade docente: sentidos e (im)possibilidades. Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 19, n. 73, p. 793-812. Out./Dez. 2011. Disponível em: http://revistas.cesgranrio.org.br/index.php/ensaio/article/view/408 /. Acesso em: 14 out. 2018.NÓVOA, Antonio. “Se fosse brasileiro, estaria indignado com a situação da educação”. Carta Capital, 28 de março de 2017. Disponível em: http://www.cartaeducacao.com.br/reportagens/se-fosse-brasileiro-estaria-indignado-com-a-situacao-da-educacao/. Acesso em: 21 set. 2018.PANIAGO, Rosenilde Nogueira; SARMENTO, Teresa Jacinto. O processo de estágio supervisionado na formação de professores portugueses e brasileiros. Revista Educação em Questão, Natal, v. 53, n. 39, p. 76-103, maio/ago. 2015. Disponível em: https://periodicos.ufrn.br/educacaoemquestao/article/view/8521. Acesso em: 04 set. 2018.PIMENTA, Selma Garrido; LIMA, Maria Socorro Lucena. Estágio e docência: diferentes concepções. Revista Poíesis -Volume 3, Números 3 e 4, pp.5-24, 2005/2006. Disponível em: https://doi.org/10.5216/rpp.v3i3e4.10542. Acesso em: 09 out. 2019.ROLDÃO, Maria do Céu; LEITE, Teresa. O processo de desenvolvimento profissional visto pelos professores mentores. Ensaio: aval. pol. públ. Educ., Rio de Janeiro, v. 20, n. 76, p. 481-502, jul./set. 2012. Disponível em: http://www.scielo.br/pdf/ensaio/v20n76/04.pdf. Acesso em: 04 out. 2018.RIOS, Terezinha Azerêdo. É possível formar professores sem a Didática? In: LIMA, Maria Socorro Lucena et al. (Org.). Didática e prática de ensino: diálogos sobre Escola, formação de professores e sociedade. 1ed. Fortaleza: Universidade Estadual do Ceará, 2015, v. 4, p. 643-653.SILVA, Katia Augusta Curado Pinheiro da; CRUZ, Shirleide Pereira. A Residência Pedagógica na formação de professores: história, hegemonia e resistências. Momento: diálogos em educação, v. 27, n. 2, p. 227-247, mai./ago., 2018. Disponível em: file:///C:/Users/USER/Downloads/8062-23532-1-PB.pdf. Acesso em: 29 set. 2019.SIMÕES, Willian. O lugar das ciências humanas na "reforma" do ensino médio. Revista Retratos da escola, Brasília, v. 11, n. 20, p. 33-44, jan./jun. 2017. Disponível em: http://dx.doi.org/10.22420/rde.v11i20.752. Acesso em: 04 out. 2018.ZABALZA, Miguel. O ensino universitário: seu cenário e seus protagonistas. Porto Alegre: Artmed, 2004.

Content warning: although it was kept to a minimum, this text displays instances of (anti-Semitic) hate speech. During the 2016 U.S. election and its aftermath, multiple journalistic accounts reported on “alt-right trolls” emanating from anonymous online spaces like the imageboard 4chan (e.g. Abramson; Ellis). Having gained infamy for its nihilist trolling subcultures (Phillips, This Is Why) and the loose hacktivist movement Anonymous (Coleman), 4chan now drew headlines because of the alt-right’s “genuinely new” concoction of white supremacy, ironic Internet humour, and a lack of clear leadership (Hawley 50). The alt-right “anons”, as imageboard users call themselves, were said to primarily manifest on the “Politically Incorrect” subforum of 4chan: /pol/. Gradually, a sentiment arose in the titles of several news articles that the pro-Trump “alt-right trolls” had successfully won the metapolitical battle intertwined with the elections (Phillips, Oxygen 5). For instance, articles titled that “trolls” were “The Only True Winners of this Election” (Dewey) or even “Plotting a GOP Takeover” (Stuart).The headlines were as enticing as questionable. As trolling-expert Whitney Phillips headlined herself, the alt-right did not attain political gravity solely through its own efforts but rather was “Conjured Out of Pearl Clutching and Media Attention” (“The Alt-Right”), with news outlets being provoked to criticise, debunk, or sensationalise its trolling activities (Faris et al. 131; Phillips, “Oxygen” 5-6). Even with the right intentions, attempts at denouncement through using vague, structuralist notions–from “alt-right” and “trolls” to “the basket of deplorables” (Robertson) – arguably only strengthened the coherence of those it was meant to disavow (Phillips, Oxygen; Phillips et al.; Marantz). Phillips et al. therefore lamented such generalisations, arguing attributing Trump’s win to vague notions of “4chan”, “alt-right”, or “trolls” actually bestowed an “atemporal, almost godlike power” to what was actually an “ever-reactive anonymous online collective”. Therefore, they called to refrain from making claims about opaque spaces like 4chan without first “plotting the landscape” and “safeguarding the actual record”. Indeed, “when it comes to 4chan and Anonymous”, Phillips et al. warned, “nobody steps in the same river twice”.This text answers the call to map anonymous online groups by engaging with the complexity of testing the muddy waters of the ever-changing and dissimulative 4chan-current. It first argues how anti-structuralist research outlooks can answer to many of the pitfalls arising from this complex task. Afterwards, it traces the word trump as it was used on 4chan/pol/ to problematise some of the above-mentioned media narratives. How did anons consider Trump, and how did the /pol/-current change during the build-up of the 2016 U.S. elections and afterwards?On Researching Masked and Dissimulative ExtremistsWhile potentially playing into the self-imagination of malicious actors (Phillips et al.), the frequent appearance of overblown narratives on 4chan is unsurprising considering the peculiar affordances of imageboards. Imageboards are anonymous – no user account is required to post – and ephemeral – posts are deleted after a certain amount of activity, sometimes after days, sometimes after minutes (Bernstein et al.; Hagen). These affordances complicate studying collectives on imageboards, with the primary reasons being that 1) they prevent insights into user demographics, 2) they afford particularly dissimulative, playful discourse that can rarely be taken at face value (Auerbach; de Zeeuw and Tuters), and 3) the sheer volume of auto-deleted activity means one has to stay up-to-date with a rapid waterfall of subcultural ephemera. Additionally, the person stepping into the muddy waters of the chan-river also changes their gaze over time. For instance, Phillips bravely narrates how she once saw parts of the 4chan-stream as “fun” to only later realise the blatantly racist elements present from the start (“It Wasn’t Just”).To help render legible the changing currents of imageboard activity without relying on vague understandings of the “alt-right”, “trolls”, or “Anonymous”, anti-structuralist research outlooks form a possible answer. Around 1900, sociologists like Gabriel Tarde already argued to refrain from departing from structuralist notions of society and instead let social compositions arise through iterative tracing of minute imitations (11). As described in Bruno Latour’s Reassembling the Social, actor-network theory (ANT) revitalises the Tardean outlook by similarly criticising the notion of the “social” and “society” as distinct, sui-generis entities. Instead, ANT advocates tracing “flat” networks of agency made up of both human and non-human actors (165-72). By tracing actors and describing the emerging network of heterogeneous mediators and intermediaries (105), one can slowly but surely get a sense of collective life. ANT thus takes a page from ethnomethodology, which advocates a similar mapping of how participants of a group produce themselves as such (Garfinkel).For multiple reasons, anti-structuralist approaches like ANT can be useful in tracing elusive anonymous online groups and their changing compositions. First, instead of grasping collectives on imageboards from the outset through structuralist notions, as networked individuals, or as “amorphous and formless entities” (see e.g. Coleman 113-5), it only derives its composition after following where its actors lead. This can result in an empirical and literally objective mapping of their collectivity while refraining from mystifications and non-existent connections–so often present in popular narratives about “trolls” and the “alt-right”. At the same time, it allows prominent self-imaginations and mythologizations – or, in ANT-parlance, “localisations of the global” (Latour 173-190) – rise to the surface whenever they form important actors, which, as we will see, tends to happen on 4chan.Second, ANT offers a useful lens with which to consider how non-human actors can uphold a sense of collectivity within anonymous imageboards. This can include digital objects as part of the infrastructure–e.g. the automatically assigned post numbers having mythical value on 4chan (Beran, It Came From 69)–but also cultural objects like words or memes. Considering 4chan’s anonymity, this focus on objects instead of individuals is partly a necessity: one cannot know the exact amount and flow of users. Still, as this text seeks to show, non-human actors like words or memes can form suitable actors to map the changing collectivity of anonymous imageboard users in the absence of demographic insights.There are a few pitfalls worth noting when conducting ANT-informed research into extremist spaces like 4chan/pol/. The aforementioned ironic and dissimulative rhetoric of anonymous forum culture (de Zeeuw and Tuters) means tracing is complicated by implicit (yet omnipresent) intertextual references undecipherable to the untrained eye. Even worse, when misread or exaggerated, such tracing efforts can play into trolling tactics. This can in turn risk what Phillips calls “giving oxygen” to bigoted narratives by amplifying their presence (“Oxygen”). Since ANT does not prescribe what sort of description is needed (Latour 149), this exposure can be limited and/or critically engaged with by the researcher. Still, it is inevitable that research on extremist collectives adds at least some garbage to already polluted information ecologies (Phillips and Milner 2020), even when “just” letting the actors speak (Venturini). Indeed, this text will unfortunately also show hate speech terms below.These complications of irony and amplification can be somewhat mitigated by mixing ethnographic involvement with computational methods. Together, they can render implicit references explicit while also mapping broad patterns in imitation and preventing singular (misleading) actors from over-dominating the description. When done well, such descriptions do not only have to amplify but can also marginalise and trivialise. An accurate mapping can thereby counter sensationalist media narratives, as long as that is where the actors lead. It because of this potentiality that anti-structuralist tracing of extremist, dissimulative online groups should not be discarded outright.Stopping Momentarily to Test the WatersTo put the above into practice, what follows is a brief case study on the term trump on 4chan/pol/. Instead of following users, here the actor trump is taken an entry point for tracing various assemblages: not only referring to Donald J. Trump as an individual and his actions, but also to how /pol/-anons imagine themselves in relation to Trump. In this way, the actor trump is a fluid one: each of its iterations contains different boundaries and variants of its environment (de Laet and Mol 252). By following these environments, can we make sense of how the delirious 2016 U.S. election cycle played out on /pol/, a space described as the “skeleton key to the rise of Trump” (Beran, 4chan)?To trace trump, I use the 4plebs.com archive, containing almost all posts made on /pol/ between late-2013 and early 2018 (the time of research). I subsequently use two text mining methods to trace various connections between trump and other actors and use this to highlight specific posts. As Latour et al. note, computational methods allow “navigations” (593) of different data points to ensure diverse empirical perspectives, preventing both structuralist “zoomed-out” views and local contexts from over-dominating. Instead of moving between micro and macro views, such a navigation should therefore be understood as a “circulation” around the data, deploying various perspectives that each assemble the actors in a different way. In following this, the case study aims to demonstrate how, instead of a lengthy ethnographic account, a brief navigation using both quali- and quantitative perspectives can quickly demystify some aspects of seemingly nebulous online groups.Tracing trump: From Meme-Wizard to Anti-Semitic TargetTo get a sense of the centrality of Trump on /pol/, I start with post frequencies of trump assembled in two ways. The first (Figure 1) shows how, soon after the announcement of Trump’s presidential bid on 16 June 2015, around 100,000 comments mention the word (2% of the total amount of posts). The frequencies spike to a staggering 8% of all comments during the build-up to Trump’s win of the Republican nomination in early 2016 and presidential election in November 2016. Figure 1: The absolute and relative amount of posts on 4chan/pol/ containing the word trump (prefixes and suffixes allowed).To follow the traces between trump and the more general discourse surrounding it, I compiled a more general “trump-dense threads” dataset. These are threads containing thirty or more posts, with at least 15% of posts mentioning trump. As Figure 2 shows, at the two peaks, 8% of any thread on /pol/ was trump-dense, accounting for approximately 15,000 monthly threads. While Trump’s presence is unsurprising, these two views show just how incredibly central the former businessman was to /pol/ at the time of the 2016 U.S. election. Figure 2: The absolute and relative amount of threads on 4chan/pol/ that are “trump-dense”, meaning they have thirty comments or more, out of which at least 15% contain the word trump (prefixes and suffixes allowed).Instead of picking a certain moment from these aggregate overviews and moving to the “micro” (Latour et al.), I “circulate” further with Figure 3, showing another perspective on the trump­-dense thread dataset. It shows a scatter plot of trump-dense threads grouped per week and plotted according to how similar their vocabulary is. First, all the words per week are weighted with tf-idf, a common information retrieval algorithm that scores units on the basis if they appear a lot in one of the datasets but not in others (Spärck-Jones). The document sets are then plotted according to the similarity of their weighted vocabulary (cosine similarity). The five highest-scoring terms for the five clusters (identified with K-means) are listed in the bottom-right corner. For legibility, the scatterplot is compressed by the MDS algorithm. To get a better sense of specific vocabulary per week, terms that appeared in all weeks are filtered out (like trump or hillary). Read counterclockwise, the nodes roughly increase in time, thus showing a clear temporal change of discourse, with the first clusters being more similar in vocabulary than the last, and the weeks before and after the primary election (orange cluster) showing a clear gap. Figure 3: A scatterplot showing cosine distances between tf-idf weighted vocabularies of trump-dense threads per week. Compressed with MDS and coloured by five K-means clusters on the underlying tf-idf matrix (excluding terms that appeared in all weeks). Legend shows the top five tf-idf terms within these clusters. ★ denotes the median week in the cluster.With this map, we can trace other words appearing around trump as significant actors in the weekly documents. For instance, Trump-supportive words like stump (referring to “Can’t Stump the Trump”) and maga (“Make America Great Again”) are highly ranked in the first two clusters. In later weeks, less clearly pro-Trump terms appear: drumpf reminds of the unattractive root of the Trump family name, while impeached and mueller show the Russia probe in 2017 and 2018 were significant in the trump-dense threads of that time. This change might thus hint at growing scepticism towards Trump after his win, but it is not shown how these terms are used. Fortunately, the scatterplot offers a rudder with which to navigate to further perspectives.In keeping with Latour’s advice to keep “aggregate structures” and “local contexts” flat (165-72), I contrast the above scatterplot with a perspective on the data that keeps sentence structures intact instead of showing abstracted keyword sets. Figure 4 uses all posts mentioning trump in the median weeks of the first and last clusters in the scatterplot (indicated with ★) and visualises word trees (Wattenberg and Viégas) of most frequent words following “trump is a”. As such, they render explicit ontological associations about Trump; what is Trump, according to /pol/-anons? The first word tree shows posts from 2-8 November 2015, when fifteen Republican competitors were still in the race. As we have seen in Figure 1, Trump was in this month still “only” mentioned in around 50,000 posts (2% of the total). This word tree suggests his eventual nomination was at this point seen as an unlikely and even undesirable scenario, showing derogatory associations like retard and failure, as well as more conspiratorial words like shill, fraud, hillary plant, and hillary clinton puppet. Notably, the most prominent association, meme, and others like joke and fucking comic relief, imply Trump was not taken too seriously (see also Figure 5). Figure 4: Word trees of words following “trump is a” in the median weeks of the first and last clusters of the scatterplot. Made with Jason Davies’s Word Tree application. Figure 5: Anons who did not take Trump seriously. Screencapture taken from archive.4plebs.org (see post 1 and post 2 in context).The first word tree contrast dramatically with the one from the last median week from 18 to 24 December 2017. Here, most associations are anti-Semitic or otherwise related to Judaism, with trump most prominently related to the hate speech term kike. This prompts several questions: did /pol/ become increasingly anti-Semitic? Did already active users radicalise, or were more anti-Semites drawn to /pol/? Or was this nefarious current always there, with Trump merely drawing anti-Semitic attention after he won the election? Although the navigation did not depart from a particular critical framework, by “just following the actors” (Venturini), it already stumbled upon important questions related to popular narratives on 4chan and the alt-right. While it is tempting to stop here and explain the change as “radicalisation”, the navigation should continue to add more empirical perspectives. When doing so, the more plausible explanation is that the unlikely success of Trump briefly attracted (relatively) more diverse and playful visitors to /pol/, obscuring the presence and steady growth of overt extremists in the process.To unpack this, I first focus on the claim that a (relatively) diverse set of users flocked to /pol/ because of the Trump campaign. /pol/’s overall posting activity rose sharply during the 2016 election, which can point to already active users becoming more active, but is likely mostly caused by new users flocking to /pol/. Indeed, this can be traced in actor language. For instance, many anons professed to be “reporting in” from other 4chan boards during crucial moments in the campaing. One of the longest threads in the trump-dense threads dataset (4,504 posts) simply announces “Cruz drops out”. In the comments below, multiple anons state they arrived from other boards to join the Trump-infused activity. For instance, Figure 6 shows an anon replying “/v/ REPORTING IN”, to which sixty other users reacted by similarly affirming themselves as representatives from other boards (e.g. “/mu/ here. Ready to MAGA”). While but another particular view, this implies Trump’s surprising nomination stimulated a crowd-like gathering of different anons jumping into the vortex of trump-related activity on /pol/. Figure 6: Replies by outside-anons “reporting in” the sticky thread announcing Ted Cruz's drop out, 4 May 2016. Screenshots taken from 4plebs.org (see post 1 and post 2 in context).Other actor-language further expresses Trump’s campaign “drew in” new and unadjusted (or: less extreme) users. Notably, many anons claimed the 2016 election led to an “invasion of Reddit users”. Figure 7 shows one such expression: an annotated timeline of /pol/’s posting activity graph (made by 4plebs), posted to /pol/ on 26 February 2016 and subsequently reposted 34 times. It interprets 2016 as a period where “Trump shit goes into overdrive, meme shit floods /pol/, /pol/ is now reddit”. Whether these claims hold any truth is difficult to establish, but the image forms an interesting case of how the entirety “/pol/” is imagined and locally articulated. Such simplistic narratives relate to what Latour calls “panoramas”: totalising notions of some imagined “whole” (188-90) that, while not to be “confused with the collective”, form crucial data since they express how actors understand their own composition (190). Especially in the volatile conditions of anonymous and ephemeral imageboards, repeated panoramic narratives can help in constructing a sense of cohesion–and thereby also form interesting actors to trace. Indeed, following the panoramic statement “/pol/ is now reddit”, other gatekeeping-efforts are not hard to find. For instance, phrases urging other anons to go “back to reddit” (occurring in 19,069 posts in the total dataset) or “back to The_Donald” (a popular pro-Trump subreddit, 1,940 posts) are also particularly popular in the dataset. Figure 7: An image circulated on /pol/ lamenting that "/pol/ is now reddit" by annotating 4plebs’s posting metrics. Screenshot taken from archive.4plebs.org (see posts).Did trump-related activity on /pol/ indeed become more “meme-y” or “Reddit-like” during the election cycle, as the above panorama articulates? The activity in the trump-dense threads seems to suggest so. Figure 8 again uses the tf-idf terms from these threads, but here with the columns denoting the weeks and the rows the top scoring tf-idf terms of their respective week. To highlight relevant actors, all terms are greyed out (see the unedited sheet here), except for several keywords that indicate particularly playful or memetic vernacular: the aforementioned stump, emperor, referring to Trump’s nickname as “God Emperor”; energy, referring to “high energy”, a common catchphrase amongst Trump supporters; magic, referring to “meme magic”, the faux-ironic belief that posting memes affects real-life events; and pepe, the infamous cartoon frog. In both the tf-idf ranking and the absolute frequencies, these keywords flourish in 2016, but disappear soon after the presidential election passes. The later weeks in 2017 and 2018 rarely contain similarly playful and memetic terms, and if they do, suggest mocking discourse regarding Trump (e.g. drumpf). This perspective thus pictures the environment around trump in the run-up to the election as a particularly memetic yet short-lived carnival. At least from this perspective, “meme shit” thus indeed seemed to have “flooded /pol/”, but only for a short while. Figure 8: tf-idf matrix of trump-dense threads, columns denoting weeks and rows denoting the top hundred most relevant terms per week. Download the full tf-idf matrix with all terms here.Despite this carnivalesque activity, further perspectives suggest it did not go at the expense of extremist activity on /pol/. Figure 9 shows the absolute and relative counts of the word "jew" and its derogatory synonym "kike". Each of these increases from 2015 onwards. As such, it seems to align with claims that Trump’s success and /pol/ becoming increasingly extremist were causally related (Thompson). However, apart from possibly confusing correlation with causation, the relative presence remains fairly stable, even slightly decreasing during the frenzy of the Trump campaign. Since we also saw Trump himself become a target for anti-Semitic activity, these trendlines rather imply /pol/’s extremist current grew proportionally to the overall increase in activity, and increased alongside but not but necessarily as a partisan contingent as a result of Trump’s campaign. Figure 9: The absolute and relative frequency of the terms "jew" and "kike" on 4chan/pol/.ConclusionCombined, the above navigation implies two main changes in 4chan/pol/’s trump-related current. First, the climaxes of the 2016 Republican primaries and presidential elections seem to have invoked crowd-like influxes of (relatively) heterogeneous users joining the Trump-delirium, marked by particularly memetic activity. Second, /pol/ additionally seemed to have formed a welcoming hotbed for anti-Semites and other extremists, as the absolute amount of (anti-Semitic) hate speech increased. However, while already-present and new users might have been energised by Trump, they were not necessarily loyal to him, as professed by the fact that Trump himself eventually became a target. Together with the fact that anti-Semitic hate speech stayed relatively consistent, instead of being “countercultural” (Nagle) or exclusively pro-Trump, /pol/ thus seems to have been composed of quite a stable anti-Semitic and Trump-critical contingent, increasing proportionally to /pol/’s general growth.Methodologically, this text sought to demonstrate how a brief navigation of trump on 4chan/pol/ can provide provisional yet valuable insights regarding continuously changing current of online anonymous collectives. As the cliché goes, however, this brief exploration has left more many questions, or rather, it did not “deploy the content with all its connections” (Latour 147). For instance, I have not touched on how many of the trump-dense threads are distinctly separated and pro-Trump “general threads” (Jokubauskaitė and Peeters). Considering the vastness of such tasks, the necessity remains to find appropriate ways to “accurately map” the wild currents of the dissimulative Web–despite how muddy they might get.NoteThis text is a compressed and edited version of a longer MA thesis available here.ReferencesAbramson, Seth. “Listen Up, Progressives: Here’s How to Deal with a 4Chan (“Alt-Right”) Troll.” Medium, 2 May 2017. <https://medium.com/@Seth_Abramson/listen-up-progressives-heres-how-to-deal-with-a-4chan-alt-right-troll-48594f59a303>.Auerbach, David. “Anonymity as Culture: Treatise.” Triple Canopy, n.d. 22 June 2020 <https://www.canopycanopycanopy.com/contents/anonymity_as_culture__treatise>.Beran, Dale. “4chan: The Skeleton Key to the Rise of Trump”. Medium, 14 Feb. 2017. <https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb>.Beran, Dale. It Came from Something Awful: How a Toxic Troll Army Accidentally Memed Donald Trump into Office. New York: All Points Books, 2019.Bernstein, Michael S, Andrés Monroy-Hernández, Drew Harry, Paul André, Katrina Panovich, and Greg Vargas. “4chan and /b/: An Analysis of Anonymity and Ephemerality in a Large Online Community.” Proceedings of the Fifth International AAAI Conference on Weblogs and Social Media, 2011.Coleman, Gabriella. Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous. London: Verso Books, 2014.De Laet, Marianne, and Annemarie Mol. “The Zimbabwe Bush Pump: Mechanics of a Fluid Technology.” Social Studies of Science 30.2 (2000): 225–263. 1 May 2020 <https://journals.sagepub.com/doi/10.1177/030631200030002002>. De Zeeuw, Daniel, and Marc Tuters. “Teh Internet Is Serious Business: On the Deep Vernacular Web Imaginary.” Cultural Politics 16.2 (2020).Dewey, Caitlin. “The Only True Winners of this Election are Trolls.” The Washington Post, 3 Nov. 2016. <https://www.washingtonpost.com/news/the-intersect/wp/2016/11/03/the-only-true-winners-of-this-election-are-trolls/>.Faris, Robert, Hal Roberts, Bruce Etling, Nikki Bourassa, Ethan Zuckerman, and Yochai Benkler. “Partisanship, Propaganda, and Disinformation: Online Media and the 2016 U.S. Presidential Election.” Berkman Klein Center Research Publication, 2017. <http://nrs.harvard.edu/urn-3:HUL.InstRepos:33759251>.Garfinkel, Harold. Studies in Ethnomethodology. New Jersey: Prentice-Hall, 1967.Hagen, Sal. “Rendering Legible the Ephemerality of 4chan/pol/.” OILab.eu, 12 Apr. 2020. <https://oilab.eu/rendering-legible-the-ephemerality-of-4chanpol/>.Hawley, George. Making Sense of the Alt-Right. New York: Columbia UP, 2017.Jokubauskaitė, Emilija, and Stijn Peeters. “Generally Curious: Thematically Distinct Datasets of General Threads on 4chan/Pol/”. Proceedings of the International AAAI Conference on Web and Social Media 14.1 (2020): 863-7. <https://www.aaai.org/ojs/index.php/ICWSM/article/view/7351>.Latour, Bruno. Reassembling the Social: An Introduction to Actor-Network Theory. New York: Oxford UP, 2005.Latour, Bruno, Pablo Jensen, Tommaso Venturini, Sébastian Grauwin, and Dominique Boullier. “‘The Whole Is Always Smaller than Its Parts’. A Digital Test of Gabriel Tarde’s Monads.” British Journal of Sociology 63.4 (2012): 590-615.Marantz, Andrew. Antisocial: Online Extremists, Techno-Utopians, and the Hijacking of the American Conversation. New York: Penguin Random House, 2019.Nagle, Angela. Kill All Normies: Online Culture Wars from 4chan and Tumblr to Trump and the White House. Winchester: Zero Books, 2017.Phillips, Whitney. This Is Why We Can’t Have Nice Things: Mapping the Relationship between Online Trolling and Mainstream Culture. Cambridge: MIT Press, 2015.———. “The Alt-Right Was Conjured Out of Pearl Clutching and Media Attention.” Motherboard, 12 Oct. 2016 <https://www.vice.com/en_us/article/jpgaeb/conjuring-the-alt-right>.———. “The Oxygen of Amplification: Better Practices for Reporting on Extremists, Antagonists, and Manipulators Online.” Data & Society, 2018. <https://datasociety.net/wp-content/uploads/2018/05/1_PART_1_Oxygen_of_Amplification_DS.pdf>.———. “It Wasn’t Just the Trolls: Early Internet Culture, ‘Fun,’ and the Fires of Exclusionary Laughter.” Social Media + Society (2019). <https://journals.sagepub.com/doi/10.1177/2056305119849493>.Phillips, Whitney, Gabriella Coleman, and Jessica Beyer. “Trolling Scholars Debunk the Idea That the Alt-Right’s Shitposters Have Magic Powers.” Motherboard, 22 Mar. 2017. <https://motherboard.vice.com/en_us/article/z4k549/trolling-scholars-debunk-the-idea-that-the-alt-rights-trolls-have-magic-powers>.Robertson, Adi. “Hillary Clinton Exposing Pepe the Frog Is the Death of Explainers.” The Verge, 15 Sep. 2016. <https://www.theverge.com/2016/9/15/12926976/hillary-clinton-trump-pepe-the-frog-alt-right-explainer>.Spärck Jones, Karen. “A Statistical Interpretation of Term Specificity and its Application in Retrieval.” Journal of Documentation 28.1 (1972): 11-21.Stuart, Tessa. “Inside the DeploraBall: The Trump-Loving Trolls Plotting a GOP Takeover.” Rolling Stone, 20 Jan. 2017. <https://www.rollingstone.com/politics/politics-features/inside-the-deploraball-the-trump-loving-trolls-plotting-a-gop-takeover-128128/>.Tarde, Gabriel. The Laws of Imitation. Ed. and trans. Elsie Clews Parsons. New York: Henry Holt and Company, 1903.Thompson, Andrew. “The Measure of Hate on 4chan.” Rolling Stone, 10 May 2018. <https://www.rollingstone.com/politics/politics-news/the-measure-of-hate-on-4chan-627922/>.Venturini, Tommaso. “Diving in Magma: How to Explore Controversies with Actor-Network Theory.” Public Understanding of Science 19.3 (2010): 258-273.Wattenberg, Martin, and Fernanda Viégas. “The Word Tree, an Interactive Visual Concordance.” IEEE Transactions on Visualization and Computer Graphics 14.6 (2008): 1221-1228.