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Source: Talkwalker and authors’ calculations. We realize this English translation is not always entirely accurate, so we describe the Tweets in the main body of the paper. For the purposes of this paper, we have used the Twitter “translate” feature, which uses Google Translate so that the tweets are readable by an English-speaking audience. The tweets in our sample were almost entirely in Portuguese. To determine whether the Twitter conversation reflected major education news, we also looked at online news and news-related blog posts, such as G1., ElPaís, and CNN, which together made up the remaining 40 percent of the sample. Our analysis mostly looks at Twitter posts, which made up 60 percent of our sample (Figure 2). Volume of education conversation from September 2019 to October 2021 From Figure 1 below, you can see that the biggest spike in conversation occurred in March 2020, when the COVID-19 pandemic first shuttered schools in Brazil. Our sample encompasses 3.9 million results over the period from Septemto October 15, 2021. We recognize that the conversation on Twitter in Brazil is not representative of the entire social media conversation (8 percent of the population is on Twitter), so we triangulated our data with other online news sources wherever possible. The data included three social media sources: Twitter, online news, and blogs. Rebecca Winthrop, Adam Barton, Mahsa Ershadi, and Lauren Ziegler Thursday, September 30, 2021įor each period, we analyzed top themes and the most engaging posts within each theme to get a sense of the overall conversation around education. We categorized the data into three time periods: We used Talkwalker data to gather results and analyzed the content, author, source, and engagement of posts-observing, for example, how many times a tweet was shared or an article’s view count. We focused our query on the “average” social media user to better understand the everyday conversation around education versus that of a celebrity or influencer. To conduct the analysis, we developed a query for education and related words in the Talkwalker platform using a Boolean search. Parents’ voices are largely missing from the conversation. Overall, teachers were concerned about their own safety and the well-being of their students, with many going the extra mile to ensure their students could learn during the pandemic. Teachers worried about themselves and their students.We also observed clashing values over the role of school in society, divided along political lines. Frustrations with public schooling and inequality in education increased during the pandemic. Inequality in education is a serious concern for students and teachers.What isn’t covered in the news media but is vividly captured in social media is that students are deeply unhappy about their educational experience before and during COVID-19, and they appreciate any opportunity for support from parents and teachers. Only sometimes did Twitter reflect the news media conversation on education, showing that there is a separate discourse taking place on Twitter. Conversations on Twitter are often different from the news media.Our analysis uncovered the following key takeaways:
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Finally, we wanted to know if the groups were talking about major news related to education in Brazil. We were also interested in whether the three groups were talking about the same things or talking to each other. We were interested in understanding the broader educational conversation in Brazil beyond our FEEN.Īs in our studies of England and the United States, we were interested in understanding what parents, teachers, and students were discussing in relation to education and how those discussions have shifted over time.
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Brazilian organizations participate in CUE’s Family Engagement in Education Network (FEEN), a global peer learning and exchange community of practice that looks at how family-school engagement contributes to education system transformation. Understanding conversations on education in Brazil represents broader research interests at the CUE. Earlier analyses reported on the findings of social listening in England and the United States, and a study of India will follow.
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This report is the third in a series of social listening research from the Center for Universal Education (CUE). Project Coordinator and Research Assistant - Global Economy and Development, Center for Universal Education