Lições e pedagogias culturais no youtube endereçadas aos/às jovens: outras configurações da pedagogia no contemporâneo

Abstract

This thesis is part of Research Line 2 - Educational public policies, educational practices and their interfaces of the Programa de Pós-Graduação em Educação (PPGE), by the Universidade Federal de Santa Maria (UFSM) and has as its theme Cultural Pedagogies, Youth and Digital Culture. The general objective of the research is: to investigate, problematize and analyze how YouTube acts as an immaterial pedagogical institution with its pedagogical lessons contained in the discourses of youtubers addressed to young people in contemporary times. The thesis was developed from two arguments: a) YouTube, at the confluence of liquid modernity and the society of control, emerges as an immaterial pedagogical institution that acts in the subjectivation and conduction of juvenile subjects, from its discourses and mechanisms; b) there are cultural pedagogies that operate through YouTube and that are manifested in some lessons, among them, learning to be young, and learning to be a consumer, found from the dispersion of discourses addressed to young people. The theoretical foundation of the study is based on authors linked to Cultural Studies in Education and authors who analyze changes in contemporary society, including Zygmunt Bauman, Paula Sibilia, Michel Foucault, Gilles Deleuze, Stuart Hall, Douglas Kellner, Henry Jenkins, Viviane Camozzato and others. The methodological approach was constituted from the cultural analysis, from the concept of discourse based on Michel Foucault as an analytical strategy and the ethnographic look from the “etnografia de tela”. The materiality of the study consisted of the description and transcription of twenty-five YouTube videos, five of each youtuber, considered the most influential and popular of the vlog genre according to criteria established during the research: Felipe Neto, Júlio Cocielo, Nilce Moretto and Leon Martins, Luba and Kefera Buchmann. The discursive heterogeneity and the dispersions of the discourses found in the video were analyzed as pedagogical lessons, mixture of content and discursive strategies (narratives about the youtubers, the role of humor in entertainment, and, to a lesser extent, the styles of video and network collaboration) of cultural pedagogies on YouTube. Two lessons are analyzed in the thesis: being young (and learning to behave like a young person) and being a consumer (learning to desire and consume like a young person). It is also noteworthy that YouTube is a pedagogical site that operates, not only solely through its lessons, but also through the actions it performs as a digital platform of algorithmic governmentality. The infraindividual data collected by the algorithms are used to produce profiles, anticipate needs and offer recommendations, guiding the action of individuals through a light coercion, distinct from the modern discipline. The pedagogical lessons constituted in the speeches of the youtubers reveal the exercise that opens this thesis: to perceive YouTube as a pedagogical institution that, through its algorithms, functions, influencers, discursive strategies and lessons, educate (for the “good or the evil”) contemporary youth. YouTube is made by young people and for young people, with content that is meant to be consumed and increasingly incite consumption, having the young person as a producer and disseminator of discourses and the result of these same discourses.