Análisis del factor dialógico en las producciones audiovisuales de los edutubers latinoamericanos

Resum

Throughout this thesis, the reader will encounter the analysis of the dialogic factor present in the communicative acts of Latin American edutubers, along with a proposal for a communication model that clearly emphasizes dialogue. This research emerges from the context of the 21st century, referred to here as communicative and learning ecologies; the metaphor of natural sciences is used to present an ambiguous, volatile, uncertainty-filled reality with constant changes, much like a natural ecosystem. Ecology aims to analyze, describe, care for and improve the ecosystem. In this metaphorical digital ecosystem, social media networks reside, a social and digital phenomenon that has been the subject of study and analysis since its emergence, but due to its rapid development, evolution, and adaptation, there is still much to be known and understood about them. Today, we all live connected to social media, and social media keeps us connected, but who assumes the risks? What is the purpose of connection without reflection? In addition to the digital ecosystem, we are also immersed in a new learning ecosystem. Education has been directly and indirectly forced to transform and to be transformed. Traditional educational practices, curriculum approaches, didactic resources, and evaluation must adjust to the needs of this ever-changing world. Thus, the digital ecosystem and the learning ecosystem are closely related in this research. YouTube is a social network for creating and sharing videos. It is a clear example of an element within this digital ecosystem that arrives and transforms communicative reality. In the past, only a few were on digital screens, but today, anyone can be on a screen, producing, publishing, and sharing audiovisual content. Furthermore, users interested in sharing educational information have entered the digital and learning ecosystems to become edutubers, using the medium, language, and style to produce and share educational content. This research opens up a space in the field of knowledge by analyzing the dialogic factor that edutubers have when producing and publishing their audiovisual content. The dialogic factor is what is sought to be analyzed to understand how edutubers, specifically Latin American ones, generate their communication and connection processes with the audience. The analysis, using a mixed approach, is conducted through two analytical techniques. Firstly, using the model of discursive interaction, a content analysis is performed on the audiovisual productions of edutubers. Secondly, through a formula, the social engagement that these productions generate with the audience is analyzed. These two techniques allow for a description of the dialogic factor present in the audiovisual productions of edutubers. Once the analysis is complete and recognizing the importance of transferring doctoral research, a communication model is proposed to enrich the communicative process that edutubers establish with their audiences. This model aims to pave the way amidst the new communicative and educational changes. The journey of research begins with the development of a doctorate. Finally, education and communication must undergo transformation for the sole purpose of giving voice to those who do not have it, listening to those who have not been heard, and becoming participants in a field of knowledge that, above all, should seek to improve us as human beings. Educommunication continues to shed light on a path where those who encounter it have the opportunity to be, to be together, in communion, in communication.