Literatura na rede: booktubers e a (trans)formação de leitores literários

Abstract

This research aims to analyze the reading and book sharing practices of the booktube community, in order to propose reading mediation methodologies at school. This community is made up of literary channels created by young and adult readers, known as booktubers, who publish content related to literature, from book reviews to interviews with authors and publishers in partnership with publishers. We sought to study and systematize the discursive genres produced in the community so that one could understand the dynamics of the booktube and integrate it with the practices used in literature classes in Brazilian schools, with a view to the dialogue between reading mediation in cyberspace and in the school environment. For that, the methodology called netnography proposed by Kozinets (2014) was used, which consisted of the observation and analysis of four literary channels and videos of the genres determined for study. Through screen prints, description of the audios and study of the audiovisual resources of the videos, as well as reading the comments, the channels “Tatiana Feltrin”, “Ler antes de morrer”, “Literature-se” and “Volta ao Brasil em 365 livros” were analyzed and the genres video-review, collective reading, bookshelf tour and interview were systematized. As a theoretical contribution, it was based on Martins (1996), Koch and Elias (2008) and Cosson (2006, 2019) to address concepts of reading and literary literacy. The discussion about reading mediation was based mainly on Freire (2002), Petit (2008) and Yunes (2014) and, on the issue of reading in virtual environments, supported by Chartier (1999), Santaella (2004) and Xavier (2010). And yet, in the contributions of Jeffman (2017) who theorized about Booktube in his doctoral thesis. It was found, therefore, that this community of readers has shown fruitful ways of bringing people closer to literary books. However, the school remains the consecrated space for training literary readers and teachers, mediators of this process. Therefore, as a final product of this research, a methodological proposal in the form of workshops was elaborated, using the discursive genres produced by the booktubers, so that there is a dialogue between the school communities and the booktube, as well as the insertion of the school. in the media context, by proposing the use of smartphones, cameras and social networks, such as YouTube, as teaching tools, which are a requirement of this time of immersion in cyberspace.