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Edutubers Teachers: comparative analysis of discursive interaction

Abstract:

In social networks and the research field, women’s presence, production, and impact seem minimal. Seeking to make visible the important task carried out by female teachers edutubers and with the concern about the discursive interaction they generate, we compare the position and commitment of two educational YouTube channels: Susi Profe and La Profe Mónica. The identification of discursive interaction was carried out through metadiscourse following the interpersonal model. The data were collected following a qualitative content analysis and the level of significance was validated using a quantitative test. The results show that there are significant quantitative differences between the two edutubers in terms of discursive interaction. This research is part of a line of analysis, from educommunication, on how the processes of interaction, participation, and encounter are produced through language. The conclusions visualize the important role of edutubers and also raise possibilities for improvement in the way communication is carried out in education, being this aspect of important relevance when designing educational content with a clear pedagogical intention.