Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/12217 |
Resumo: | The pedagogical relationship established between teachers and students has always been marked by the presence of ambivalence of feelings towards the teaching figure. Nowadays, such a relationship is being reconfigured in the context of digital culture to the point where manifestations of violence take on new guises because students use their cell phones to create videos that show teachers being beaten and humiliated in the classroom. In fact, in times of digital culture, hatred towards teachers has manifested itself in the form of cyberbullying, violence practiced through the use of digital technologies in today's cultural industry. Compared to the well-known cases of school bullying, cyberbullying against teachers is considered even more violent given the ad infinitum reproduction of aggressive and humiliating images and comments in cyberspace. Although there is a growth of videos published by adolescent students in social networks containing aggressions against teachers, Brazilian research on this phenomenon is still incipient. Therefore, this research aimed to investigate the reasons that lead high school students to practice cyberbullying against their teachers by publishing images and vexatious and demeaning comments from their teachers on the social network YouTube. Anchored in the theoretical framework of the Critical Theory of Society, this research is divided into four parts. The first part deals with the concept and topicality of the cultural industry and its implications for the cultural and psychic formation of individuals as it is understood that it is in the context of the spread of digital technologies of the current cultural industry that the practice of cyberbullying is made possible and increased. The second part characterizes the level of education in which the virtual aggressions practiced by students against teachers has become increasingly frequent, namely high school. The third part presents the definitions of bullying and cyberbullying as well as discusses the practices of violence against teachers in the context of digital culture, especially the virtual aggressions. The fourth and final part analyzes the most pertinent images and comments on three videos available on YouTube that contain high school students assaulting and humiliating their teachers. Student cyberbullying teaches that if digital technologies in today's cultural industry can be used to abuse teachers, they can also be used to bring teachers and students closer to the educational process as long as critical understanding of the technology itself is realized rather than simply prohibit and/or restrict its use in the classroom. |
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Castro, Camila Sandim deZuin, Antônio Álvaro Soareshttp://lattes.cnpq.br/5543562307373287http://lattes.cnpq.br/1103567371505006bded5da2-9e0d-46a0-ad7d-186b3e6ffac52020-02-04T12:37:50Z2020-02-04T12:37:50Z2019-12-09CASTRO, Camila Sandim de. Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores. 2019. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12217.https://repositorio.ufscar.br/handle/ufscar/12217The pedagogical relationship established between teachers and students has always been marked by the presence of ambivalence of feelings towards the teaching figure. Nowadays, such a relationship is being reconfigured in the context of digital culture to the point where manifestations of violence take on new guises because students use their cell phones to create videos that show teachers being beaten and humiliated in the classroom. In fact, in times of digital culture, hatred towards teachers has manifested itself in the form of cyberbullying, violence practiced through the use of digital technologies in today's cultural industry. Compared to the well-known cases of school bullying, cyberbullying against teachers is considered even more violent given the ad infinitum reproduction of aggressive and humiliating images and comments in cyberspace. Although there is a growth of videos published by adolescent students in social networks containing aggressions against teachers, Brazilian research on this phenomenon is still incipient. Therefore, this research aimed to investigate the reasons that lead high school students to practice cyberbullying against their teachers by publishing images and vexatious and demeaning comments from their teachers on the social network YouTube. Anchored in the theoretical framework of the Critical Theory of Society, this research is divided into four parts. The first part deals with the concept and topicality of the cultural industry and its implications for the cultural and psychic formation of individuals as it is understood that it is in the context of the spread of digital technologies of the current cultural industry that the practice of cyberbullying is made possible and increased. The second part characterizes the level of education in which the virtual aggressions practiced by students against teachers has become increasingly frequent, namely high school. The third part presents the definitions of bullying and cyberbullying as well as discusses the practices of violence against teachers in the context of digital culture, especially the virtual aggressions. The fourth and final part analyzes the most pertinent images and comments on three videos available on YouTube that contain high school students assaulting and humiliating their teachers. Student cyberbullying teaches that if digital technologies in today's cultural industry can be used to abuse teachers, they can also be used to bring teachers and students closer to the educational process as long as critical understanding of the technology itself is realized rather than simply prohibit and/or restrict its use in the classroom.A relação pedagógica estabelecida entre professores e alunos sempre foi marcada pela presença da ambivalência de sentimentos em relação à figura docente. Atualmente, tal relação está sendo reconfigurada no contexto da cultura digital a ponto de as manifestações de violência adquirirem novas roupagens pelo fato de os alunos utilizarem seus aparelhos celulares para criarem vídeos que mostram professores sendo agredidos e humilhados em sala de aula. De fato, em tempos de cultura digital, o ódio direcionado contra os professores tem se manifestado sob a forma de cyberbullying, violência praticada graças à utilização das tecnologias digitais da atual indústria cultural. Quando comparadas aos já conhecidos casos de bullying escolar, as agressões virtuais contra professores são consideradas ainda mais violentas haja vista a reprodução ad infinitum das imagens e dos comentários agressivos e humilhantes no ciberespaço. Apesar de haver um crescimento dos vídeos publicados por estudantes adolescentes nas redes sociais contendo agressões contra professores, as pesquisas brasileiras sobre tal fenômeno ainda são incipientes. Sendo assim, esta pesquisa teve como objetivo investigar os motivos que conduzem os alunos do Ensino Médio a praticarem cyberbullying contra seus professores ao publicarem imagens e comentários vexatórios e aviltantes de seus mestres na rede social YouTube. Ancorado no aporte teórico da Teoria Crítica da Sociedade, esta tese está dividida em quatro seções. A primeira seção trata do conceito e da atualidade da indústria cultural e suas implicações para a formação cultural e psíquica dos indivíduos por entender que é no contexto de disseminação das tecnologias digitais da atual indústria cultural que a prática de cyberbullying é viabilizada e recrudescida. A segunda seção caracteriza o nível de ensino em que as agressões virtuais praticadas por estudantes contra professores tem se tornado cada vez mais frequentes, a saber, o Ensino Médio. A terceira seção apresenta as definições sobre bullying e cyberbullying assim como discute as práticas de violência contra professores no contexto da cultura digital, especialmente as agressões virtuais. A quarta e última seção, analisa as imagens e os comentários mais pertinentes sobre três vídeos disponíveis no YouTube que contêm alunos do Ensino Médio agredindo e humilhando seus professores. O cyberbullying praticado pelos alunos ensina que se as tecnologias digitais da atual indústria cultural podem ser utilizadas para violentar os professores, elas também podem ser usadas para aproximar professores e alunos no processo educativo desde que a compreensão crítica sobre a própria tecnologia seja realizada ao invés de simplesmente proibir e/ou restringir seu uso em sala de aula.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessIndústria culturalRelação professor-alunoAgressões virtuaisCultura digitalCultural industryTeacher-student relationshipVirtual aggressionsDigital cultureCIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOViolência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professoresViolence and digital culture: YouTube and cyberbullying of high school students against teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006006b9dc996-8878-47f9-a0be-fc583775214freponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese Camila Sandim de Castro Versão Final.pdfTese Camila Sandim de Castro Versão Final.pdfRelatório de pesquisaapplication/pdf1845719https://repositorio.ufscar.br/bitstream/ufscar/12217/1/Tese%20Camila%20Sandim%20de%20Castro%20Vers%c3%a3o%20Final.pdf03ac029b82ae4f1cf47dabc011a86a6bMD512 Carta comprovante.pdf2 Carta comprovante.pdfCarta comprovanteapplication/pdf216237https://repositorio.ufscar.br/bitstream/ufscar/12217/3/2%20Carta%20comprovante.pdf2d456c4a9201460ed5210c2aac8c0d17MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/12217/2/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD52TEXTTese Camila Sandim de Castro Versão Final.pdf.txtTese Camila Sandim de Castro Versão Final.pdf.txtExtracted texttext/plain658239https://repositorio.ufscar.br/bitstream/ufscar/12217/4/Tese%20Camila%20Sandim%20de%20Castro%20Vers%c3%a3o%20Final.pdf.txtcbfdd5bee2914d23737ac3b20e7dd59cMD542 Carta comprovante.pdf.txt2 Carta comprovante.pdf.txtExtracted texttext/plain1https://repositorio.ufscar.br/bitstream/ufscar/12217/6/2%20Carta%20comprovante.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD56THUMBNAILTese Camila Sandim de Castro Versão Final.pdf.jpgTese Camila Sandim de Castro Versão Final.pdf.jpgIM Thumbnailimage/jpeg5613https://repositorio.ufscar.br/bitstream/ufscar/12217/5/Tese%20Camila%20Sandim%20de%20Castro%20Vers%c3%a3o%20Final.pdf.jpg90756ad4a5465dad6f9deee2ba0c2185MD552 Carta comprovante.pdf.jpg2 Carta comprovante.pdf.jpgIM Thumbnailimage/jpeg12610https://repositorio.ufscar.br/bitstream/ufscar/12217/7/2%20Carta%20comprovante.pdf.jpg1423e5b9ec7db9f31317e05927b1fe00MD57ufscar/122172023-09-18 18:32:07.088oai:repositorio.ufscar.br:ufscar/12217Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:07Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
dc.title.alternative.eng.fl_str_mv |
Violence and digital culture: YouTube and cyberbullying of high school students against teachers |
title |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
spellingShingle |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores Castro, Camila Sandim de Indústria cultural Relação professor-aluno Agressões virtuais Cultura digital Cultural industry Teacher-student relationship Virtual aggressions Digital culture CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
title_full |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
title_fullStr |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
title_full_unstemmed |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
title_sort |
Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores |
author |
Castro, Camila Sandim de |
author_facet |
Castro, Camila Sandim de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1103567371505006 |
dc.contributor.author.fl_str_mv |
Castro, Camila Sandim de |
dc.contributor.advisor1.fl_str_mv |
Zuin, Antônio Álvaro Soares |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5543562307373287 |
dc.contributor.authorID.fl_str_mv |
bded5da2-9e0d-46a0-ad7d-186b3e6ffac5 |
contributor_str_mv |
Zuin, Antônio Álvaro Soares |
dc.subject.por.fl_str_mv |
Indústria cultural Relação professor-aluno Agressões virtuais Cultura digital |
topic |
Indústria cultural Relação professor-aluno Agressões virtuais Cultura digital Cultural industry Teacher-student relationship Virtual aggressions Digital culture CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Cultural industry Teacher-student relationship Virtual aggressions Digital culture |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
The pedagogical relationship established between teachers and students has always been marked by the presence of ambivalence of feelings towards the teaching figure. Nowadays, such a relationship is being reconfigured in the context of digital culture to the point where manifestations of violence take on new guises because students use their cell phones to create videos that show teachers being beaten and humiliated in the classroom. In fact, in times of digital culture, hatred towards teachers has manifested itself in the form of cyberbullying, violence practiced through the use of digital technologies in today's cultural industry. Compared to the well-known cases of school bullying, cyberbullying against teachers is considered even more violent given the ad infinitum reproduction of aggressive and humiliating images and comments in cyberspace. Although there is a growth of videos published by adolescent students in social networks containing aggressions against teachers, Brazilian research on this phenomenon is still incipient. Therefore, this research aimed to investigate the reasons that lead high school students to practice cyberbullying against their teachers by publishing images and vexatious and demeaning comments from their teachers on the social network YouTube. Anchored in the theoretical framework of the Critical Theory of Society, this research is divided into four parts. The first part deals with the concept and topicality of the cultural industry and its implications for the cultural and psychic formation of individuals as it is understood that it is in the context of the spread of digital technologies of the current cultural industry that the practice of cyberbullying is made possible and increased. The second part characterizes the level of education in which the virtual aggressions practiced by students against teachers has become increasingly frequent, namely high school. The third part presents the definitions of bullying and cyberbullying as well as discusses the practices of violence against teachers in the context of digital culture, especially the virtual aggressions. The fourth and final part analyzes the most pertinent images and comments on three videos available on YouTube that contain high school students assaulting and humiliating their teachers. Student cyberbullying teaches that if digital technologies in today's cultural industry can be used to abuse teachers, they can also be used to bring teachers and students closer to the educational process as long as critical understanding of the technology itself is realized rather than simply prohibit and/or restrict its use in the classroom. |
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2019 |
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2019-12-09 |
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2020-02-04T12:37:50Z |
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2020-02-04T12:37:50Z |
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CASTRO, Camila Sandim de. Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores. 2019. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12217. |
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https://repositorio.ufscar.br/handle/ufscar/12217 |
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CASTRO, Camila Sandim de. Violência e cultura digital: o YouTube e o cyberbullying de alunos do ensino médio contra os professores. 2019. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12217. |
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