Preferências e Práticas dos Pré-Adolescentes no YouTube: Resultados de um Estudo Realizado na Catalunha

Autores

DOI:

https://doi.org/10.17231/comsoc.39(2021).2714

Palavras-chave:

YouTube, práticas mediáticas, pré-adolescentes, adolescentes, usos mediáticos

Resumo

Dados recentes confirmam o papel central que o YouTube desempenha na vida mediática dos jovens ocidentais e, em especial, nas práticas mediáticas dos adolescentes e pré-adolescentes. O presente estudo pretende analisar as práticas mediáticas e os usos preferenciais que os pré-adolescentes dão ao YouTube. Apoiada na teoria dos usos e gratificações, a investigação aplica métodos de análise qualitativos e quantitativos. Através de um questionário subministrado a 1.406 pré-adolescentes (x = 12, 11 anos de idade) oriundos de 41 escolas secundárias e de três grupos-focais levados a cabo em três escolas distintas com seis participantes cada um (três raparigas e três rapazes), o presente estudo mostra que para estes jovens o YouTube é considerado simultaneamente como uma rede social e como um arquivo de material audiovisual. O estudo também revela que os jovens gostam do conteúdo disponível no YouTube e, em particular, dos vídeos de música e de humor (entretenimento) e de tutoriais (auto-aprendizagem). Em geral, os jovens sentem menor apelo pelas funções interativas (por exemplo, partilhas e comentários). O uso que fazem do YouTube revela que o incorporaram às suas vidas quotidianas e que o usam predominantemente para consumir conteúdos mediáticos de uma forma “tradicional” e “não interativa”, semelhante ao uso que se faz tradicionalmente da televisão. Apesar disso, não o consideram uma “nova” televisão. Os pré-adolescentes objeto deste estudo usam o YouTube principalmente como fonte de entretenimento e, secundariamente, como fonte de auto-aprendizagem e de socialização. Estudos futuros terão de ser levados a cabo no sentido de aprofundar o conhecimento sobre as possibilidades que o YouTube e outras redes sociais oferecem aos pré-adolescentes para que estes sejam prosumidores.

Downloads

Não há dados estatísticos.

Referências

Anderson, M., Smith, A., & Caiazza, T. (2018). Teens, social media and technology 2018. Pew Research Center. https://www.pewresearch.org/internet/wp-content/uploads/sites/9/2018/05/PI_2018.05.31_TeensTech_FINAL.pdf

Aran-Ramspott, S., Fedele, M., & Tarragó, A. (2018). YouTubers’ social functions and their influence on pre-adolescence. Comunicar, 57, 71–80. https://doi.org/10.3916/C57-2018-07

Arthurs, J., Drakopoulou, S., & Gandini, A. (2018). Researching YouTube. Convergence: The International Journal of Research Into New Media Technologies, 24(1), 3–15. https://doi.org/10.1177/1354856517737222

Bärtl, M. (2018). YouTube channels, upload and views: A statistical analysis of the past 10 years. Convergence: The International Journal of Research Into New Media Technologies, 24(1), 16–32. https://doi.org/10.1177/1354856517736979

Bechman, A., & Lomborg, S. (2013). Mapping actor roles in social media: Different perspectives on value creation in theories of user participation. New Media & Society, 15(5), 765–781. https://doi.org/10.1177/1461444812462853

Bonds-Raacke, J., & Raacke, J. (2010). MySpace and Facebook: Identifying dimensions of uses and gratifications for friend networking sites. Individual Differences Research, 8(1), 27–33. https://doi.org/10.1089/cpb.2007.0056

Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Buckingham, D., Banaji, S., Carr, D., Cranmer, S., & Willett, R. (2005). The media literacy of children and young people: A review of the research literature. Ofcom. https://discovery.ucl.ac.uk/id/eprint/10000145

Burgess, J., & Green, J. (2009). YouTube: Online video and participatory culture. Polity Press.

Colás-Bravo, P., González-Ramírez, T., & de Pablos-Pons, P. (2013). Young people and social networks: Motivations and preferred uses. Comunicar, 40, 15–23. https://doi.org/10.3916/C40-2013-02-01

De la Fuente-Prieto, J., Martínez-Borda, R., & Lacasa-Díaz, P. (2020). Guided participation in youth media practices. Comunicação e Sociedade, 37, 21–38. https://doi.org/10.17231/comsoc.37(2020).2383

Deuze, M. (2011). Media life. Media, Culture & Society, 33(1), 137–148. https://doi.org/10.1177/0163443710386518

Fedele, M. (2011). El consum adolescent de la ficció seriada televisiva [Doctoral dissertation, Universitat Autònoma de Barcelona]. Tesis Doctorals en Xarxa. https://www.tdx.cat/handle/10803/83502#page=1

Fedele, M., Aran-Ramspott, S., & Suau, J. (2018). “I want to be a youtuber”. Online References and Aspirational Values for Tweens. Trípodos, 43, 155–174. http://www.tripodos.com/index.php/Facultat_Comunicacio_Blanquerna/article/view/567

Fedele, M., García-Muñoz, N., & Prado, E. (2015). Catalan adolescents’ media uses and leisure preferences related to new media and television. Catalan Journal of Communication and Cultural Studies, 7(1), 51–70. https://doi.org/10.1386/cjcs.7.1.51_1

Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Generation Z’s teachers and their digital skills. Comunicar, 46, 97–105. https://doi.org/10.3916/C46-2016-10

Fernández-de-Arroyabe-Olaortua, A., Lazkano-Arrillaga, I., & Eguskiza-Sesumaga, L. (2018). Digital natives: Online audiovisual content consumption, creation and dissemination. Comunicar, 57, 61–69. https://doi.org/10.3916/C57-2018-06

García-Jiménez, A., García, B. C., & López de Ayala, M. C. (2016). Adolescents and YouTube creation, participation and consumption. Prisma Social: Revista de Investigación Social, 60–89. https://revistaprismasocial.es/article/view/1314

IAB Spain. (2019). Estudio anual de redes sociales 2019. https://iabspain.es/estudio/estudio-anual-de-redes-sociales-2019/

Igartua, J. J., & Rodríguez-de-Dios, I. (2016). Correlatos motivacionales del uso y la satisfacción con Facebook en jóvenes españoles. Cuadernos.info, 38, 107–119. https://doi.org/10.7764/cdi.38.848

Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., Horst, H. A., Lange, P.G., Mahendran, D., Martínez, K. Z., Pascoe, C. J. Perkel, D. Robinson, L., Sims, C., & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. The MIT Press.

Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media. Creating value and meaning in a networked culture. New York Press.

Joinson, A. N. (2008). ‘Looking at’, ‘looking up’ or ‘keeping up with’ people? Motives and uses of Facebook. In M. Czerwinski, & A. Lund (Eds.), CHI 2008 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1027–1036). https://doi.org/10.1145/1357054.1357213

Katz, E., Blumer, J. G., & Gurevitch, M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37(4), 509–523. https://doi.org/10.1086/268109

Klobas, J. E., McGill, T. J., Moghavvemi, S., & Paramanathan, T. (2018). Compulsive YouTube usage: A comparison of use motivation and personality effects. Computers in Human Behavior, 87, 129–139. https://doi.org/10.1016/j.chb.2018.05.038

La Rocca, G., & Fedele, M. (2015). Television clothing commercials for tweens in transition: A comparative analysis in Italy and Spain. In E. Mora, & M. Pedroni (Eds.), Fashion tales: Feeding the imaginary (pp. 407–424). Peter Lang.

Linn, S. (2005). Consuming kids: The hostile takeover of childhood. First Anchor Books.

Livingstone, S. (1988). Why people watch soap opera: An analysis of the explanations of British viewers. European Journal of Communication, 3, 55–80. https://doi.org/10.1177/0267323188003001004

Livingstone, S. (2008). Taking risky opportunities in youthful content creation: Teenagers’ use of social networking sites for intimacy, privacy and self-expression. New Media and Society, 10, 393–411. https://doi.org/10.1177/1461444808089415

Livingstone, S., & Sefton-Green, J. (2016). The class. Living and learning in the digital age. New York Press.

Lomborg, S., & Mortensen, M. (2017). Users across media: An introduction. Convergence: The International Journal of Research into New Media Technologies, 23(4), 343–351. https://doi.org/10.1177/1354856517700555

Lull, J. (1980). The social uses of television. Human Communication Research, 6(3), 197–209. https://doi.org/10.1111/j.1468-2958.1980.tb00140.x

Manovich, L. (2009). The practice of everyday (media) life: From mass consumption to mass cultural production? Critical Inquiry, 35(2), 319–331. https://doi.org/10.1086/596645

McCosker, A. (2014). Trolling as provocation. YouTube’s agonistic publics. Convergence: The International Journal of Research into New Media Technologies, 20(2), 201–217. https://doi.org/10.1177/1354856513501413

McQuail, D. (1997). Audience analysis. Sage.

McQuail, D., Blumler, J. G., & Brown, J.R. (1972). The television audience: A revised perspective. In M. Denis (Ed.), Sociology of mass communication (pp. 135–165). Penguin.

Moreno Hernández, A. (2009). El desenvolupament durant l’adolescència. Editorial UOC. http://www.formacioramoncid.es/moodle/pluginfile.php/209/mod_label/intro/A._Moreno_et_al._Psicologia_adolescencia.pdf

Ofcom. (2019). Children and parents: Media use and attitudes report 2018. https://www.ofcom.org.uk/__data/assets/pdf_file/0024/134907/children-and-parents-media-use-and-attitudes-2018.pdf

Papacharissi, Z. (2008). Uses and gratifications. In D. W. Stacks, M. B. Salwen, & K. C. Eichhorn (Eds.), An integrated approach to communication theory and research (pp. 137–152). Lawrence Erlbaum.

Papacharissi, Z. (2015). We have always been social. Social Media+Society, 1(1), 1–2. https://doi.org/10.1177/2056305115581185

Pereira, S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. Comunicar, 58, 41–50. https://doi.org/10.3916/C58-2019-04

Pereira, S., Moura, P., Masanet, M.-J., Taddeo, G., & Tirocchi, S. (2018). Media uses and production practices: Case study with teens from Portugal, Spain and Italy. Comunicación y Sociedad, (33), 89–114. https://doi.org/10.32870/cys.v0i33.7091

Pereira, S., Ponte, C., & Elias, N. (2020). Children, youth and media: Current perspectives. Comunicação e Sociedade, 37, 9–18. https://doi.org/10.17231/comsoc.37(2020).2687

Pérez-Torres, V. Pastor-Ruiz, Y., & Abarrou-Ben-Boubaker, S. (2018). YouTuber videos and the construction of adolescent identity. Comunicar, 55, 61–70. https://doi.org/10.3916/C55-2018-06

Pires, F., Masanet, M.-J., & Scolari, C. (2019). What are teens doing with YouTube? Practices, uses and metaphors of the most popular audio-visual platform. Information, Communication and Society, 1–17. https://doi.org/10.1080/1369118X.2019.1672766

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Press, A. L., & Williams, B. A. (2010). The new media environment: An introduction. Wiley-Blackwell.

Quelhas-Brito, P. (2012). Tweens’ characterization of digital technologies. Computers & Education, 59(2), 580–593. https://doi.org/10.1016/j.compedu.2012.03.005

Rubin, A. M. (2002). The uses-and-gratifications perspective of media effects. In J. Bryant, & D. Zillmann (Eds.), LEA’s communication series. Media effects: Advances in theory and research (pp. 525–548). Lawrence Erlbaum.

Salimkhan, G., Manago, A. M., & Greenfield, P. M. (2010). The construction of the virtual self on MySpace. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 4(1), article 1. https://cyberpsychology.eu/article/view/4231/3275

Schroer, W. J. (2008). Defining, managing, and marketing to generations X, Y, and Z. The Portal, 10, 9. https://s3.amazonaws.com/rdcms-iam/files/production/public/newimages/portalpdfs/2008_03_04.pdf

Scolari, C., & Fraticelli, D. (2017). The case of the top Spanish YouTubers: Emerging media subjects and discourse practices in the new media ecology. Convergence: The International Journal of Research into New Media Technologies, 23, 1–20. https://doi.org/10.1177/1354856517721807

Selman, R. (1980). The growth of interpersonal understanding. Academic Press.

Serazio, M. (2013). Selling (digital) millennials. The social construction and technological bias of a consumer generation. Television and New Media, 16(7), 599–615. https://doi.org/10.1177/1527476413491015

Steele, J. R., & Brown, J. D. (1995). Adolescent room culture: Studying media in the context of everyday life. Journal of Youth and Adolescence, 24, 551–576. https://link.springer.com/article/10.1007/BF01537056

Subrahmanyam, K., Greenfield, P. M., & Michikyan, M. (2015). Comunicación electrónica y generaciones adolescentes. Infoamérica, 9, 115–130. https://www.infoamerica.org/icr/n09/IA9_Comunicacion.pdf

van Kessel, P. (2019, December 4). 10 facts about Americans and YouTube. Fact Tank. https://www.pewresearch.org/fact-tank/2019/12/04/10-facts-about-americans-and-youtube/

Villacampa, E., Aran-Ramspott, S., & Fedele, M. (2020). Jugando a ser «youtubers»: Prácticas digitales para la prevención de la violencia de género. Zer: Revista de Estudios de Comunicación, 25(48), 287–308. https://doi.org/10.1387/zer.21570

Whiting, A., & Williams, D. (2013). Why people use social media: A uses and gratifications approach. Qualitative Market Research: An International Journal, 16(4), 362–369. https://doi.org/10.1108/QMR-06-2013-0041

Williams, D., Sullivan, S. J., Schneiders, A. G., Ahmed, O. H., Lee, H., Balasundaram, A. P., & McCrory, P. (2014). Big hits on the small screen: An evaluation of concussion-related videos on YouTube. British Journal of Sports Medicine, 48, 107–111. https://doi.org/10.1136/bjsports-2012-091853

YouTube. (n.d.). YouTube for press. Retrieved November 4, 2019, from https://www.youtube.com/intl/en-GB/about/press/

Publicado

30-06-2021

Como Citar

Fedele, M., Aran-Ramspott, S., & Suau, J. (2021). Preferências e Práticas dos Pré-Adolescentes no YouTube: Resultados de um Estudo Realizado na Catalunha. Comunicação E Sociedade, 39, 145–166. https://doi.org/10.17231/comsoc.39(2021).2714