O vlogueiro e o educador: pensando a consciência histórica dos jovens alunos em sites de compartilhamento de vídeos

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Cássio Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Educação histórica; Vlogs; Consciência histórica; Comunicação em rede; Historical education; Historical consciouness; Network communications; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/16657

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.