Estratégias de gatilhos mentais e mindset em videoaulas sobre verbo produzidas por edutubers na plataforma youtube

Abstract

Considering that we are part of a highly technological society with digital natives (Prensky, 2001), basic education students usually use instruments that facilitate their learning. For this purpose, they use Digital Information and Communication Technologies, which are technological tools that allow, through equipment, programs and media, communication between members of a network, in different virtual environments, as postulated by Soares et al. (2015). Among the countless digital tools is the YouTube video platform, which provides a new way of obtaining knowledge, which Santaella calls ubiquitous learning. Managed by teachers, called edutubers, from different curricular components, the channels are widely used by students, in order to meet their learning needs. When considering this scenario, we set the objective of this research to analyze the video classes on the grammatical content of the verb taught by edutubers of the Portuguese Language curricular component who have a significant number of followers on the YouTube video platform, with the aim of observing the concepts of language and grammar of edutubers, the mental trigger strategies they use and what type of mindset they activate in basic education students. This research presents bibliographic, documentary and applied typologies, using a qualitative method. The corpus is composed of the transcription of twelve video lessons on verbs collected from three YouTube channels. The study is based on the theoretical concepts of Prensky (2001), Veen and Vrakking (2009), SIlva Junior (2017), Santaella (2010; 20114), Almeida (2015) etc., with regard to digital culture and the use of TDIC as educational resources. To theorize about linguistic studies, we resort to the voices of Givón (1995), Castilho (2014), Cunha and Tavares (2016), Neves (2000, 2020, 2022, 2024), among other luminaries. With regard to the topic of cognition, Bertoque (2018), Mithen (2002) and Tomasello (2003, 2010). Through the voice of Cialdini (2021) we will discuss mental triggers. Finally, to address Mindset, we will present Dweck (2017). The results found point to the presentation of practices that do not match the current linguistic and pedagogical proposals governed by documents such as the National Common Curricular Base (Brazil, 2018). It is also observed that we have a collection of superficial digital classes, aimed at normative teaching of the Portuguese language, often aimed at memorizing nomenclatures and rules in which little contributes to the understanding of linguistic complexity, prioritizing teaching focused on the fixed mindset to the detriment of growth mindset of students. Regarding the results regarding the mental strategies used by edutubers, we found that they activate at least 6 (six) triggers: authority, affection, social approval, reciprocity, commitment and coherence and scarcity.