Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context

Detalhes bibliográficos
Autor(a) principal: de Souza, Suyanne Tolentino
Data de Publicação: 2021
Outros Autores: Costa, Patricia Helena de Ribeiro Munhoz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v13i3.25539
Resumo: This article presents an overview about the narrative construction of educational videos aimed at high school students most accessed on the YouTube platform. With a qualitative approach, the purpose of this research is to investigate the characteristics of these narratives in the most diverse videos used as didactic-pedagogical resources in several contexts. For the methodology, the study was outlined by the analysis of the selected material based in four parameters, which were stablished according to the particularities of the audiovisual language, which consist of: technical and aesthetic aspects of the educative video, language, script and imagen and edition. With the data collected, it is noticed that the video lessons lean much more towards the informative and interpretative genre, as well as the face-to-face class, except to topics approached with a more opinionated orientation form the teacher/youtuber. Also, it is identified the existence of spaces to be occupied for the formal education based on the dynamic relationship between the videos and the Storytelling language, in addition to the necessity to include new narrative forms in the teaching and learning process for a student profile who do not make a rigid division between formal and informal teaching. However, the highlight of the study is the perception that there is an innovation in the formats of teaching in order to follow the new ways of learning with technological tolls, innovation that is mostly consolidated by the teachers’ performance, who use youtubers characteristics without losing the teaching methodology.
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spelling Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative contextCultura educomunicativa y nuevas creaciones narrativas - El uso del video y del lenguaje Storytelling en un contexto educativoCultura educomunicativa e novas criações narrativas – A utilização do vídeo e de linguagem storytelling em contexto educativoThis article presents an overview about the narrative construction of educational videos aimed at high school students most accessed on the YouTube platform. With a qualitative approach, the purpose of this research is to investigate the characteristics of these narratives in the most diverse videos used as didactic-pedagogical resources in several contexts. For the methodology, the study was outlined by the analysis of the selected material based in four parameters, which were stablished according to the particularities of the audiovisual language, which consist of: technical and aesthetic aspects of the educative video, language, script and imagen and edition. With the data collected, it is noticed that the video lessons lean much more towards the informative and interpretative genre, as well as the face-to-face class, except to topics approached with a more opinionated orientation form the teacher/youtuber. Also, it is identified the existence of spaces to be occupied for the formal education based on the dynamic relationship between the videos and the Storytelling language, in addition to the necessity to include new narrative forms in the teaching and learning process for a student profile who do not make a rigid division between formal and informal teaching. However, the highlight of the study is the perception that there is an innovation in the formats of teaching in order to follow the new ways of learning with technological tolls, innovation that is mostly consolidated by the teachers’ performance, who use youtubers characteristics without losing the teaching methodology.Este artículo proporciona una descripción general de la construcción narrativa de videos educativos dirigidos a estudiantes de secundaria a los que más se accede en la plataforma de YouTube. Esta investigación, con un enfoque cualitativo, tiene como objectivo general investigar las características de estas narrativas en los más diversos videos utilizados como recurso didáctico-pedagógico en diferentes contextos. En la trayectoria metodológica, el estudio se esbozó mediante el análisis de contenido del material seleccionado en base a cuatro parámetros, establecidos de acuerdo a las particularidades del lenguaje audiovisual, que son: aspectos técnicos y estéticos del video educativo, lenguaje, guión e imagen y edición. A partir de los datos recogidos, se observa que las videoclases tienden mucho más hacia el género informativo e interpretativo, así como la clase presencial, salvo en temas abordados con una orientación más opinativa por parte del docente / youtuber. También identifica la existencia de espacios a ser ocupados por la educación formal a partir de la relación dinámica entre los videos y el lenguaje de Storytelling, además de la necesidad de incluir nuevas formas narrativas en el proceso de enseñanza y aprendizaje para un perfil de estudiantes que no hacen una estricta división entre educación formal e informal. Sin embargo, lo más destacado del estudio es la percepción de que existe una innovación en los formatos de enseñanza para seguir las nuevas formas de aprender a partir de herramientas tecnológicas, innovación que se consolida principalmente por el desempeño de los docentes, que utilizan características de los youtubers sin perder la metodología de enseñanza.O presente artigo apresenta um panorama sobre a construção narrativa dos vídeos educativos voltados aos estudantes de Ensino Secundário (chamado Ensino Médio no Brasil) mais acessados na plataforma YouTube. Esta pesquisa, de abordagem qualitativa, tem como objectivo geral investigar as características dessas narrativas nos mais diversos vídeos utilizados como recurso didático-pedagógico em diferentes contextos. No percurso metodológico, o estudo foi delineado pela análise de conteúdo do material selecionado com base em quatro parâmetros, estabelecidos de acordo com as particularidades da linguagem audiovisual, que se constituem em: aspetos técnicos e estéticos do vídeo educativo, linguagem, roteiro e imagem e edição. A partir dos dados levantados, observa-se que as videoaulas tendem muito mais para o gênero informativo e interpretativo, assim como a aula presencial, salvo temas abordados com uma orientação mais opinativa do professor/youtuber. Identifica-se também a existência de espaços a serem ocupados pela educação formal a partir da relação dinâmica existente entre os vídeos e a linguagem Storytelling, além da necessidade de inclusão de novas formas narrativas no processo de ensino e aprendizagem para um perfil de estudantes que não faz uma divisão rígida entre ensino formal e informal. No entanto, o destaque do estudo fica pela percepção de que há uma inovação nos formatos de se ensinar com o objectivo de acompanhar as novas maneiras de se aprender a partir das ferramentas tecnológicas, inovação que se consolida principalmente pela atuação dos professores, que usam características de youtubers sem perder a metodologia de ensino.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-07-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i3.25539https://doi.org/10.34624/id.v13i3.25539Indagatio Didactica; Vol 13 No 3 (2021); 215-232Indagatio Didactica; Vol. 13 Núm. 3 (2021); 215-232Indagatio Didactica; Vol. 13 No 3 (2021); 215-232Indagatio Didactica; vol. 13 n.º 3 (2021); 215-2321647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/25539https://proa.ua.pt/index.php/id/article/view/25539/18405http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessde Souza, Suyanne TolentinoCosta, Patricia Helena de Ribeiro Munhoz2023-09-22T10:19:14Zoai:proa.ua.pt:article/25539Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:30.460032Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
Cultura educomunicativa y nuevas creaciones narrativas - El uso del video y del lenguaje Storytelling en un contexto educativo
Cultura educomunicativa e novas criações narrativas – A utilização do vídeo e de linguagem storytelling em contexto educativo
title Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
spellingShingle Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
de Souza, Suyanne Tolentino
title_short Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
title_full Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
title_fullStr Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
title_full_unstemmed Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
title_sort Educommunicative culture and new narrative creations – The use of video and storytelling language in an educative context
author de Souza, Suyanne Tolentino
author_facet de Souza, Suyanne Tolentino
Costa, Patricia Helena de Ribeiro Munhoz
author_role author
author2 Costa, Patricia Helena de Ribeiro Munhoz
author2_role author
dc.contributor.author.fl_str_mv de Souza, Suyanne Tolentino
Costa, Patricia Helena de Ribeiro Munhoz
description This article presents an overview about the narrative construction of educational videos aimed at high school students most accessed on the YouTube platform. With a qualitative approach, the purpose of this research is to investigate the characteristics of these narratives in the most diverse videos used as didactic-pedagogical resources in several contexts. For the methodology, the study was outlined by the analysis of the selected material based in four parameters, which were stablished according to the particularities of the audiovisual language, which consist of: technical and aesthetic aspects of the educative video, language, script and imagen and edition. With the data collected, it is noticed that the video lessons lean much more towards the informative and interpretative genre, as well as the face-to-face class, except to topics approached with a more opinionated orientation form the teacher/youtuber. Also, it is identified the existence of spaces to be occupied for the formal education based on the dynamic relationship between the videos and the Storytelling language, in addition to the necessity to include new narrative forms in the teaching and learning process for a student profile who do not make a rigid division between formal and informal teaching. However, the highlight of the study is the perception that there is an innovation in the formats of teaching in order to follow the new ways of learning with technological tolls, innovation that is mostly consolidated by the teachers’ performance, who use youtubers characteristics without losing the teaching methodology.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-28
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v13i3.25539
https://doi.org/10.34624/id.v13i3.25539
url https://doi.org/10.34624/id.v13i3.25539
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/25539
https://proa.ua.pt/index.php/id/article/view/25539/18405
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 13 No 3 (2021); 215-232
Indagatio Didactica; Vol. 13 Núm. 3 (2021); 215-232
Indagatio Didactica; Vol. 13 No 3 (2021); 215-232
Indagatio Didactica; vol. 13 n.º 3 (2021); 215-232
1647-3582
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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