Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/4726 |
Resumo: | This research aimed to analyze the video classes produced by a popular YouTube channel among users of the platform. Suggesting the problem of whether these video classes would create a narrative about history, what historical narrative the channel presents, what historical perspective do they convey and why they are so popular with their audiences. The aim of the research was to problematize the videos produced by Débora Aladim’s YouTube channel. Considering video classes as an audiovisual source, we seek to reflect which elements of audiovisual language are important in the process of reading this type of source. The methodology was based on a qualitative analysis (FLICK, 2009) of this media, based on its language and context; we intend to establish a connection between studies and interpretations on cinema, audiovisual source and education. The investigative bases were based on the analysis of "media culture" by Douglas Kellner (2001), audiovisual and cinematography by Marcos Napolitano (2008), Rodrigo de Almeida Ferreira (2018), Marc Ferro (1992), Elizabeth Ellsworth (2001), among others, the notes and concepts that made it possible to discuss audiovisual language in history. The reading of this audiovisual, allows us to formulate the following considerations: the aesthetic elements, such as assembly, cuts, editing, music, camera positioning and framing, are closely related to the structures of the narrative displayed in the videos; they carry artifacts of globalized media culture. The videos of the said channel presented differences as to language, narrative and aesthetics, this is due to the production context, because part of the videos were made by youtuber when he was young of basic education and other videos were created as academic in history. From the analysis together with the considerations of Bittencourt (2008), which underlines the importance of articulating history teaching with new technologies and Guimarães assumptions (2012), which highlights the relevance in incorporating new languages into classroom practice, we have developed as a didactic-pedagogical product a "guide" for video class production, our goal will be to help educators/them produce their own videos and make use of YouTube to share their materials. |
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Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de casoEnsino de históriaMídiaDifusão de narrativas históricasVideoaulasCNPQ::CIENCIAS HUMANAS::HISTORIAHistory teachingMediaDissemination of historical narrativesVideo classesThis research aimed to analyze the video classes produced by a popular YouTube channel among users of the platform. Suggesting the problem of whether these video classes would create a narrative about history, what historical narrative the channel presents, what historical perspective do they convey and why they are so popular with their audiences. The aim of the research was to problematize the videos produced by Débora Aladim’s YouTube channel. Considering video classes as an audiovisual source, we seek to reflect which elements of audiovisual language are important in the process of reading this type of source. The methodology was based on a qualitative analysis (FLICK, 2009) of this media, based on its language and context; we intend to establish a connection between studies and interpretations on cinema, audiovisual source and education. The investigative bases were based on the analysis of "media culture" by Douglas Kellner (2001), audiovisual and cinematography by Marcos Napolitano (2008), Rodrigo de Almeida Ferreira (2018), Marc Ferro (1992), Elizabeth Ellsworth (2001), among others, the notes and concepts that made it possible to discuss audiovisual language in history. The reading of this audiovisual, allows us to formulate the following considerations: the aesthetic elements, such as assembly, cuts, editing, music, camera positioning and framing, are closely related to the structures of the narrative displayed in the videos; they carry artifacts of globalized media culture. The videos of the said channel presented differences as to language, narrative and aesthetics, this is due to the production context, because part of the videos were made by youtuber when he was young of basic education and other videos were created as academic in history. From the analysis together with the considerations of Bittencourt (2008), which underlines the importance of articulating history teaching with new technologies and Guimarães assumptions (2012), which highlights the relevance in incorporating new languages into classroom practice, we have developed as a didactic-pedagogical product a "guide" for video class production, our goal will be to help educators/them produce their own videos and make use of YouTube to share their materials.CAPESA presente pesquisa procurou analisar as videoaulas produzidas por um canal popular entre os usuários da plataforma YouTube. Para tanto, levantou-se a seguinte problemática: se essas videoaulas seriam criadoras de uma narrativa sobre História e qual seria a narrativa histórica apresentada pelo canal. Assim, a intenção é suscitar uma reflexão acerca da perspectiva histórica veiculada e sobre a popularidade entre seu público. Considerando-se as videoaulas como uma fonte audiovisual, buscamos entender quais elementos da linguagem audiovisual são importantes no processo de leitura desse tipo de fonte. A metodologia está fundamentada em uma análise qualitativa (FLICK, 2009) dessa mídia, a partir de sua linguagem e de seu contexto. Intentamos estabelecer uma conexão entre estudos e interpretações sobre cinema, fonte audiovisual e educação. As bases investigativas da pesquisa estão fundamentadas nas análises sobre “cultura da mídia”, de Douglas Kellner (2001), audiovisual e cinematografia, de Marcos Napolitano (2008), Rodrigo de Almeida Ferreira (2018), Marc Ferro (1992), Elizabeth Ellsworth (2001), entre outras, bem como apontamentos e conceitos que permitiram discutir a linguagem do audiovisual na história. A leitura desse audiovisual permite formularmos as seguintes considerações: os elementos estéticos, como montagem, cortes, edição, música, posicionamento de câmera e enquadramento, estão estreitamente relacionados com as estruturas da narrativa exibida nas videoaulas; elas veiculam artefatos da cultura midiática globalizada, sendo que o uso dessa linguagem - o audiovisual - acaba potencializando o poder ilustrativo dos eventos e personagens históricos. As videoaulas do referido canal apresentaram diferenças quanto a linguagem, a narrativa e a estética, isso se deve, ao contexto de produção, pois parte dos vídeos foram elaborados pela youtuber quando era jovem de ensino básico e outros vídeos foram criados enquanto acadêmica em história. A partir dessa análise, com base nas considerações de Bittencourt (2008), que ressalta a importância em articular o ensino de História com as novas tecnologias; nos pressupostos de Guimarães (2012), que destaca a relevância de incorporar as novas linguagens à prática de sala de aula; elaboramos como produto didático-pedagógico um “guia” para produção de videoaulas. Assim, nosso objetivo será auxiliar educadores/as para que produzam suas próprias videoaulas e façam uso do YouTube para compartilhar seus materiais.Universidade Federal de Mato GrossoBrasilInstituto de Geografia, História e Documentação (IGHD)UFMT CUC - CuiabáPrograma de Pós-Graduação Mestrado Profissional em Ensino de História - PROFHISTÓRIATrovão, Flavio Vilas Boashttp://lattes.cnpq.br/2740243377988037Trovão, Flavio Vilas Boas850.494.179-53http://lattes.cnpq.br/2740243377988037Squinelo, Ana Paula609.480.271-34http://lattes.cnpq.br/7391304530784415850.494.179-53Salles, André Mendes064.020.744-89http://lattes.cnpq.br/3696395459820586Silva, Mauricio da2023-10-09T16:51:01Z2021-07-122023-10-09T16:51:01Z2021-06-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Mauricio da. Ensino de História e mídia: análise de videoaulas no Youtube: um estudo de caso. 2021. 150 f. Dissertação (Mestrado Profissional em Ensino de História) - Universidade Federal de Mato Grosso, Instituto de Geografia, História e Documentação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/4726porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-10-13T07:01:30Zoai:localhost:1/4726Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-10-13T07:01:30Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
title |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
spellingShingle |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso Silva, Mauricio da Ensino de história Mídia Difusão de narrativas históricas Videoaulas CNPQ::CIENCIAS HUMANAS::HISTORIA History teaching Media Dissemination of historical narratives Video classes |
title_short |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
title_full |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
title_fullStr |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
title_full_unstemmed |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
title_sort |
Ensino de História e mídia : análise de videoaulas no Youtube : um estudo de caso |
author |
Silva, Mauricio da |
author_facet |
Silva, Mauricio da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Trovão, Flavio Vilas Boas http://lattes.cnpq.br/2740243377988037 Trovão, Flavio Vilas Boas 850.494.179-53 http://lattes.cnpq.br/2740243377988037 Squinelo, Ana Paula 609.480.271-34 http://lattes.cnpq.br/7391304530784415 850.494.179-53 Salles, André Mendes 064.020.744-89 http://lattes.cnpq.br/3696395459820586 |
dc.contributor.author.fl_str_mv |
Silva, Mauricio da |
dc.subject.por.fl_str_mv |
Ensino de história Mídia Difusão de narrativas históricas Videoaulas CNPQ::CIENCIAS HUMANAS::HISTORIA History teaching Media Dissemination of historical narratives Video classes |
topic |
Ensino de história Mídia Difusão de narrativas históricas Videoaulas CNPQ::CIENCIAS HUMANAS::HISTORIA History teaching Media Dissemination of historical narratives Video classes |
description |
This research aimed to analyze the video classes produced by a popular YouTube channel among users of the platform. Suggesting the problem of whether these video classes would create a narrative about history, what historical narrative the channel presents, what historical perspective do they convey and why they are so popular with their audiences. The aim of the research was to problematize the videos produced by Débora Aladim’s YouTube channel. Considering video classes as an audiovisual source, we seek to reflect which elements of audiovisual language are important in the process of reading this type of source. The methodology was based on a qualitative analysis (FLICK, 2009) of this media, based on its language and context; we intend to establish a connection between studies and interpretations on cinema, audiovisual source and education. The investigative bases were based on the analysis of "media culture" by Douglas Kellner (2001), audiovisual and cinematography by Marcos Napolitano (2008), Rodrigo de Almeida Ferreira (2018), Marc Ferro (1992), Elizabeth Ellsworth (2001), among others, the notes and concepts that made it possible to discuss audiovisual language in history. The reading of this audiovisual, allows us to formulate the following considerations: the aesthetic elements, such as assembly, cuts, editing, music, camera positioning and framing, are closely related to the structures of the narrative displayed in the videos; they carry artifacts of globalized media culture. The videos of the said channel presented differences as to language, narrative and aesthetics, this is due to the production context, because part of the videos were made by youtuber when he was young of basic education and other videos were created as academic in history. From the analysis together with the considerations of Bittencourt (2008), which underlines the importance of articulating history teaching with new technologies and Guimarães assumptions (2012), which highlights the relevance in incorporating new languages into classroom practice, we have developed as a didactic-pedagogical product a "guide" for video class production, our goal will be to help educators/them produce their own videos and make use of YouTube to share their materials. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-12 2021-06-14 2023-10-09T16:51:01Z 2023-10-09T16:51:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Mauricio da. Ensino de História e mídia: análise de videoaulas no Youtube: um estudo de caso. 2021. 150 f. Dissertação (Mestrado Profissional em Ensino de História) - Universidade Federal de Mato Grosso, Instituto de Geografia, História e Documentação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/4726 |
identifier_str_mv |
SILVA, Mauricio da. Ensino de História e mídia: análise de videoaulas no Youtube: um estudo de caso. 2021. 150 f. Dissertação (Mestrado Profissional em Ensino de História) - Universidade Federal de Mato Grosso, Instituto de Geografia, História e Documentação, Cuiabá, 2021. |
url |
http://ri.ufmt.br/handle/1/4726 |
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por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Geografia, História e Documentação (IGHD) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Ensino de História - PROFHISTÓRIA |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Geografia, História e Documentação (IGHD) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Ensino de História - PROFHISTÓRIA |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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