O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16657 |
Resumo: | This paper deals with the relationship between the new communication technologies and historical education based on a case study conducted in a high school class integrated with technical education. In this sense, we tried to understand how historical consciouness – understood by the temporal orientation function exerted by the culture within the subjects – of young high school students works and interprets the story taking as object the vlogs, virtual diaries filmed and publicly displayed within the Internet, on video sharing sites such as YouTube. Using both communication, education and historical education theorists, students were asked to interpret the video "snapwhatsinstagram" by Whindersson Nunes, a famous Brazilian vlogger, where, from an autobiographical experience, he traces his own vision about communication within the 21th Century. The students' interpretation of the video, such as the habits they maintain in relation to the Internet, were captured in a questionnaire, aiming at shaping this subjectivity and enabling the production, organization and analysis of these same data. The students, young people in their 16 and 19 years of high connectivity and precise interests within the network and YouTube, related to their daily life of high school students, interpreted the video from the conceptions of history coming from other spheres, such as common sense and the school itself. It has been concluded, therefore, that the network and the virtual diaries do not in themselves have an ability to change the ways in which history is interpreted by subjects. Before that, they disguise extremely conservative forms of understanding of history, and even ideologies, in a problem that can only be resolved by the ever closer contact with our own culture and history. |
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2019-05-27T12:21:14Z2019-05-27T12:21:14Z2018-08-06http://repositorio.ufsm.br/handle/1/16657This paper deals with the relationship between the new communication technologies and historical education based on a case study conducted in a high school class integrated with technical education. In this sense, we tried to understand how historical consciouness – understood by the temporal orientation function exerted by the culture within the subjects – of young high school students works and interprets the story taking as object the vlogs, virtual diaries filmed and publicly displayed within the Internet, on video sharing sites such as YouTube. Using both communication, education and historical education theorists, students were asked to interpret the video "snapwhatsinstagram" by Whindersson Nunes, a famous Brazilian vlogger, where, from an autobiographical experience, he traces his own vision about communication within the 21th Century. The students' interpretation of the video, such as the habits they maintain in relation to the Internet, were captured in a questionnaire, aiming at shaping this subjectivity and enabling the production, organization and analysis of these same data. The students, young people in their 16 and 19 years of high connectivity and precise interests within the network and YouTube, related to their daily life of high school students, interpreted the video from the conceptions of history coming from other spheres, such as common sense and the school itself. It has been concluded, therefore, that the network and the virtual diaries do not in themselves have an ability to change the ways in which history is interpreted by subjects. Before that, they disguise extremely conservative forms of understanding of history, and even ideologies, in a problem that can only be resolved by the ever closer contact with our own culture and history.Este trabalho trata da relação entre as novas tecnologias da comunicação e a educação histórica a partir de um estudo de caso conduzido em uma turma de ensino médio integrado ao ensino técnico. Neste sentido, buscamos entender como a consciência histórica – compreendida pela função de orientação temporal exercida pela cultura no interior dos sujeitos – dos jovens alunos de ensino médio funciona e interpreta a história tomando como objeto os vlogs, diários virtuais filmados e exibidos publicamente dentro da Internet, em sites de compartilhamento de vídeos como o YouTube. Utilizando-se tanto de teóricos da aérea de comunicação, quanto da educação e da educação histórica, foi pedido aos alunos que interpretassem o vídeo “SNAPWHATSINSTAGRAM”, de Whindersson Nunes, famoso vlogueiro brasileiro, aonde, a partir de uma experiência autobiográfica, traça uma visão própria acerca da comunicação dentro do séc. XXI. A interpretação dos alunos acerca do vídeo, como hábitos que estes mantém com relação à Internet, foram capturados em um questionário, visando dar forma a esta subjetividade e possibilitando a produção, organização e análise destes mesmos dados. Os alunos, jovens na faixa dos 16 e 19 anos, de alta conectividade e interesses precisos dentro da rede e YouTube, relacionado ao seu cotidiano de jovens de ensino médio, interpretaram o vídeo a partir das concepções de história vindas de outras esferas, como o senso comum e a própria escola. Concluiu-se, portanto, que a rede e os diários virtuais não têm, por si mesmos, uma capacidade de alterar as formas pelas quais a história é interpretada pelos sujeitos. Antes disso, disfarçam formas extremamente conservadoras de entendimento de história, e até mesmo ideologias, em um problema que só pode ser resolvido pelo contato cada vez mais íntimo com a nossa própria cultura e nossa história.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação históricaVlogsConsciência históricaComunicação em redeHistorical educationHistorical consciounessNetwork communicationsCNPQ::CIENCIAS HUMANAS::EDUCACAOO vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeosThe vlogger and the educator: thinking the historical consciounes os young students in video sharing sitesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Fronza, Marcelohttp://lattes.cnpq.br/0732803418759032Pacheco, Claudia Regina Costahttp://lattes.cnpq.br/6290607002629777http://lattes.cnpq.br/8151005668925510Oliveira, Cássio Pereira7008000000066002c98d0c2-4b5c-41cc-9964-ae607a90d7381b947226-5b94-4ac0-9ec8-84a946eadaac7cfd92af-afe2-4323-bdb3-9acf2edc64e9bd231c3f-120d-48a3-a537-26f2bd610f70reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2018_OLIVEIRA_CASSIO.pdfDIS_PPGEDUCACAO_2018_OLIVEIRA_CASSIO.pdfDissertação de Mestradoapplication/pdf2633866http://repositorio.ufsm.br/bitstream/1/16657/1/DIS_PPGEDUCACAO_2018_OLIVEIRA_CASSIO.pdf037892ba2a5b45d1eabef662cbdc0617MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
dc.title.alternative.eng.fl_str_mv |
The vlogger and the educator: thinking the historical consciounes os young students in video sharing sites |
title |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
spellingShingle |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos Oliveira, Cássio Pereira Educação histórica Vlogs Consciência histórica Comunicação em rede Historical education Historical consciouness Network communications CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
title_full |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
title_fullStr |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
title_full_unstemmed |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
title_sort |
O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos |
author |
Oliveira, Cássio Pereira |
author_facet |
Oliveira, Cássio Pereira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Fronza, Marcelo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0732803418759032 |
dc.contributor.referee2.fl_str_mv |
Pacheco, Claudia Regina Costa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6290607002629777 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8151005668925510 |
dc.contributor.author.fl_str_mv |
Oliveira, Cássio Pereira |
contributor_str_mv |
Cunha, Jorge Luiz da Fronza, Marcelo Pacheco, Claudia Regina Costa |
dc.subject.por.fl_str_mv |
Educação histórica Vlogs Consciência histórica Comunicação em rede |
topic |
Educação histórica Vlogs Consciência histórica Comunicação em rede Historical education Historical consciouness Network communications CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Historical education Historical consciouness Network communications |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This paper deals with the relationship between the new communication technologies and historical education based on a case study conducted in a high school class integrated with technical education. In this sense, we tried to understand how historical consciouness – understood by the temporal orientation function exerted by the culture within the subjects – of young high school students works and interprets the story taking as object the vlogs, virtual diaries filmed and publicly displayed within the Internet, on video sharing sites such as YouTube. Using both communication, education and historical education theorists, students were asked to interpret the video "snapwhatsinstagram" by Whindersson Nunes, a famous Brazilian vlogger, where, from an autobiographical experience, he traces his own vision about communication within the 21th Century. The students' interpretation of the video, such as the habits they maintain in relation to the Internet, were captured in a questionnaire, aiming at shaping this subjectivity and enabling the production, organization and analysis of these same data. The students, young people in their 16 and 19 years of high connectivity and precise interests within the network and YouTube, related to their daily life of high school students, interpreted the video from the conceptions of history coming from other spheres, such as common sense and the school itself. It has been concluded, therefore, that the network and the virtual diaries do not in themselves have an ability to change the ways in which history is interpreted by subjects. Before that, they disguise extremely conservative forms of understanding of history, and even ideologies, in a problem that can only be resolved by the ever closer contact with our own culture and history. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-06 |
dc.date.accessioned.fl_str_mv |
2019-05-27T12:21:14Z |
dc.date.available.fl_str_mv |
2019-05-27T12:21:14Z |
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 |
http://repositorio.ufsm.br/handle/1/16657 |
url |
http://repositorio.ufsm.br/handle/1/16657 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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