O uso dos conhecimentos históricos como argumento de legitimidade em redes sociais: o debate sobre o nazismo no Facebook, 2014-2018

Abstract

This work aims to verify the interpretations and appropriations of the historical arguments used in the political and social debate on Facebook, considering the legitimizing character of History in the grounding of different opinions. The objects of this research are the debates and the uses of historical knowledge in the recent polemic about Nazism and its position in the political spectrum. As a sample of this discussion, three posts from Facebook pages were selected, with the follow-up discussions among users. The readings to build the study are based on the History Didactics. A methodological approach that corresponds to the documental analysis was used, informed by researches in netnography. It was done a survey of data on Facebook, a tabulation of these data, an analysis of these initial data and, out of these notes, an objective analysis of the social interactions observed in the sample in order to obtain a more comprehensive and intersubjective result. It was concluded that the arguments that are used to legitimize speeches have elements that really ground different opinions, shape points of view in the virtual environment and reflect on the actual behavior of network users. In addition to presenting traces of the collective context and individual subjectivity, the analysis also allows the observation of records of thoughts and behaviors of social groups, which can make up several points of view and discussions that are very much a reflection of the society in which we live in numerous segments of sociocultural understanding. Also, it is observed that the discussions present a structure, characters and debate strategies, but they do not always bring an intelligible argument. Another point that was observed were the political demands that present themselves, are constructed and fomented based on historical arguments, which exposes an apprehension of knowledge, although the acquired knowledge is not always aligned with a specific cognition or historical knowledge .