The Edutubers Phenomenon according to Nova Escola Magazine

Authors

Keywords:

Edutubers; YouTube; Teacher Identities

Abstract

This paper sought to map the enunciations about education YouTubers in the Nova Escola magazine. Starting from the question: ‘How are teachers and teaching processes represented in the publications of Nova Escola magazine that discuss the use of YouTube video platform?’, and adopting a theoretical framework derived from Cultural Studies, an enunciative analysis of Foucaultian inspiration was carried out. The corpus consisted of 17 articles, with two focuses of analysis identified: the enunciative recurrences associated education with the action of entertaining and pointed to the use of YouTube as innovative. It is questioned how such results affect teachers’ identities and practices.

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Author Biographies

Andresa Silva da Costa Mutz, UFRGSDepartamento Interdisciplinar

Andresa Silva da Costa Mutz holds a Master’s and a PhD in Education from the Federal University of Rio Grande do Sul (UFRGS). She holds a degree in History from the University of Vale do Rio dos Sinos (Unisinos). She is a professor at UFRGS on the North Coast Campus.

Raquel Salcedo Gomes, Universidade Federal do Rio Grande do SulDepartamento Interdisciplinar

Raquel Salcedo Gomes holds a Master’s and a PhD in Applied Linguistics from the University of Vale do Rio dos Sinos (Unisinos) and in Informatics in Education from the Federal University of Rio Grande do Sul (UFRGS). She has a degree in Letters, emphasis in Portuguese and English. She is a professor at UFRGS at the North Coast Campus.

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Published

2022-12-06

How to Cite

Mutz, A. S. da C., & Gomes, R. S. (2022). The Edutubers Phenomenon according to Nova Escola Magazine. Educação & Realidade [Education & Reality], 47. Retrieved from https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/117122

Issue

Vol. 47 (2022)

Section

Articles

License

Copyright (c) 2022 Andresa Silva da Costa Mutz, Raquel Salcedo Gomes

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

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