YouTube e narrativas de jovens leitores: artes para escapar das imposições dos cânones

Abstract

At everyday schoollife there are kinds of “gagged”, silent knowlegde, that insidiously create escapes, dribble, play tricks. Because we believe that we need to listen sensitively to these events, this investigation emerged, which aims to: research the meanings that young people from the popular classes attribute to literary review channels on YouTube. This doctoral research was produced at the State University of Rio de Janeiro under the guidance of Profª. Dr. Maria Luiza Magalhães Bastos Oswald and linked to the research group IJEC – Childhood, Youth and Culture. Based on Mikhail Bakhtin's dialogic and alteritarian perspective of knowledge production, the research was based on conversations with young people from a public school in the municipal network of São Gonçalo, in dialogue with the literary channels on YouTube. This study problematizes thinking about production of other knowledge in order to promote reflections on literary reading. From the discussion on cultural production and the place of invisibility occupied by youth in capitalist society and through the critique of the constitution of scientific knowledge alien to the subject's formative process, supported by the experience/meaning dimension. In this movement built on dialogue with young people, it was possible to understand that experiencing literature in the channels published on YouTube has been contributing to young people building experiences different from those that we, teachers, believed they already knew in everyday school life. Taking into account that today there is a discreet academic production that discusses literary production in non-school spaces, as Rojo (2013) points out, I also argue that new research is needed that enhances the multicultural dialogue of mass culture, bringing to the discussion non- only the valued, dominant, canonical culture, but also local and popular cultures “to make them voices of dialogue, objects of study and criticism” (ROJO, 2009, p. 12), so that they can be interpreted as practices of resistance or tactics (CERTEAU, 2014). Researching such experiences contributes to problematize issues and consider the technical image as a mediating and revealing instrument of the intense cultural and subjective experiences in the present time. Thus, the debate on how literature has been viewed by young people in and out of school invites them to know and build other scriptures, alerting us to the need to focus on this phenomenon, understanding that these approaches constitute aesthetic spaces that reveal meanings, produced by young people in their relationships with the contemporary world.