Professores de História ou youtubers? Possibilidades de ensino de História dentro do ciberespaço

Abstract

The central objective of the research is to problematize how relations with historical knowledge occur in a virtual environment through the analysis and categorization of comments made by YouTube users, within the logic imposed by the platform. The selected sources were the messages in the videos focusing on sensitive/traumatic themes of History in two channels managed by professors with academic graduation – “Se Liga - ENEM e Vestibulares” (professor Walter Solla) and Débora Aladim (managed by herself) – giving focus on the constant appropriation by users and on the revisionism/denialism manifested through the comments on these videos. Secondarily in the research, interviews were conducted with content creators (which were partially answered) to understand the processes and interests that transcend the video published on the social network and understand how the didactic transposition takes place for each video. In order to understand the different positions expressed in the comments, it was necessary to understand the changes that occurred in Cyberspace and understand how relationships and the production of knowledge and culture develop. For data collection, the MAXQDA program in its 2020 version was used, which collects all the comments on the selected video and allows you to create categories to classify them, segmenting into groups of 1000 comments for the videos that exceeded this number of comments. With regard to the results obtained, we can say that they show the different positions in relation to the selected historical themes, which we were able to verify through the categorization in 7 classifiers, which stood out and raised the interactions with greater exposure and positioning about the themes that were in the categories “Debates” and “Revisionist-Conservative”. The categories in question explained the diversity of perceptions about History in the digital environment and how the variety of discourses on historical and social agendas find strength and proliferate within cyberspace, even though they are based on information that is often distorted and erroneous, but which also find other discourses that aim to combat misinformation and dismantle such perspectives.