De comentários alheios à palavra-outra: uma compreensão ativa na direção dos sentidos para os usos de videoaulas de Geografia Escolar na Plataforma Youtube

Abstract

Starting from the popularization of School Geography video lessons by diverse aged groups and social fields, this work sought to understand these uses with the aid of Vigostki’s historical-cultural theories, Bakhtin and Volóchinov’s philosophy of language, Kozinets’ postulates and his netnography, in addition to Milton Santos’ contributions. Throughout this work, we could reflect on different themes and propose innovative contributions: the video lessons as a renewal factor for School Geography; the dialectical imbrication of the scientificinformational technical environment and the currently cyberspace; the meeting of the edutuber with the student trough the School Geography video lessons as social development situation; a netnography of YouTube platform with reflections on the geography of advertisements; in the context of binomial information-knowledge, understanding the languages of YouTube platform as a genre of peculiar discourse and comments as minor chronotopical records. Through a responsive reading of the comments recorded below the video lessons, we guide our active understanding to four senses: the reasons that lead students to the use of video lessons; their predilections and caveats in relation to them; the importance of this pedagogical resource in its daily routines for medium and long-term planning, such as college admissions and ENEM; the fine construction of group identity built between users, as well as the different communal feelings stablished.