Da curadoria digital ao compartilhamento de novos produtos culturais: será que há espaço para os saberes escolares da física nos webcomics?

Abstract

In this study, we aim to investigate the following question: To what extent do websites, blogs and digital platforms / social media that are committed to sharing dynamics of new cultural products and / or curated digitally compile, allocate and share webcomics centered on school physics knowledge? As a research context, we established information retrieval on the web.The methodological perspective adopted was content analysis, more specifically document analysis. For this perspective, we chose to weave a set of keywords from the construction of stylistic markers, centered on school knowledge of physics and textual markers, centered on the genres of comics. In the midst of this, we seek to recover blogs, websites, and digital platforms / social networks that share, allocate, and replicate e-comics centered on both scholastic and scientific knowledge of physics. Thus, we analyzed if the recovered sites aimed to share new cultural products or sought to promote digital curation areas. Likewise, we sought to highlight how immersed the e-comics contained in the recovered sites were in the knowledge of physics and whether the e-comics in question were web products by comic artist, teachers or students As well, if these were the result of printed materials that went through digitization processes. The results pointed to the existence of digital spaces focused on digital curating of e-comics with emphasis on physics teaching (CDW-EF). The existence of digital spaces focused on digital curating of e-comics for scientific dissemination (CDWDC). The existence of digital spaces focused on sharing e-comics that they adopt as discursive theme scientific knowledge (DW-TC). The existence of digital spaces focused in the sharing of e-comics that appropriate aspects of scientific discourse to address diverse discursive themes (DW-TD) and digital spaces focused on both digital curation and the sharing of new cultural products (CDW & DWA). Furthermore, we emphasize that, in general, in the CDWEF model and CDW-DC model, the e-comics received new meanings from the school physics knowledge approached. In the DW-TD model, the disclosed e-comics approached school knowledge of physics as the main thematic discourse. In the DW-TD approach, published ecomics adopted aspects of the scientific knowledge of physics to consolidate their narratives, while the CDW & DWA approach shifted between signifying DW-TD e-comics and sharing e-comics that addressed school physics knowledge as the main thematic discourse.