Configuración del docente prosumidor y creador de contenido: el caso de Jordi Romero y Tatiana Cubillos. Análisis del discurso multimodal desde el año 2022 al 2024

Abstract

This qualitative study aims to evaluate the media competencies of two social studies teachers from public schools in Colombia, who also are content prosumers on the social media platform TikTok. To achieve this objective, 18 audiovisual products were analyzed over a three-year period, with nine videos per teacher. The primary theoretical frameworks referenced in this research include online pedagogical practice (Wilfred Carr), the prosumer and content creator profile, and media competencies (Aguaded y Scolari). The methodology employed is based on multimodal critical discourse analysis (Neyla Pardo). For triangulation purposes, two matrices were utilized: one for discourse analysis and another focusing on discursive strategies. The key conclusions indicate that the greater the teacher’s acquisition and mastery of media competencies, the higher the number of views their audiovisual content generates. Furthermore, topics that resonate most with audiences are those that depict the daily realities of the teaching profession. Conversely, when teachers utilize media competencies without fully mastering them, their reach and visibility tend to stagnate or decline over time. Notably, the findings reveal that the content themes extend beyond pedagogical matters to include personal and social topics. Additionally, an implicit discovery highlights how commercialism is beginning to influence the video content produced by both teachers.