<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872025000100406</article-id>
<article-id pub-id-type="doi">10.21814/rpe.36716</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Explorando el universo SchoolTubers: Análisis de canales impulsados por centros de Educación Secundaria Obligatoria en la plataforma YouTube]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring the SchoolTubers universe: Analysis of channels driven by Secondary Education Schools on the YouTube platform]]></article-title>
<article-title xml:lang="pt"><![CDATA[Explorando o universo SchoolTubers: Análise de canais impulsionados por escolas de Ensino Secundário Obrigatório na plataforma YouTube]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Rodrigo]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[Daniel Jorge Cabrera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Carrera]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimeráns]]></surname>
<given-names><![CDATA[Ana Rodríguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València Facultad de Filosofía y Ciencias de la Educación Departamento de Didáctica y Organización Escolar]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Laguna Facultad de Educación Departamento de Didáctica e Investigación Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Vigo Facultade de Educación e Traballo Social Departamento de Didáctica, Organización Escolar e Métodos de Investigación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Santiago de Compostela Facultade de Ciencias da Educacion Departamento de Pedagoxía e Didáctica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872025000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872025000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872025000100406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En un contexto de crecimiento exponencial en el uso de redes sociales y compartición de contenidos en la red, este estudio se centra en el uso educativo que hacen los Institutos de Educación Secundaria (IES) de sus canales de YouTube. Utilizando la metodología PRISMA, se llevó a cabo una exhaustiva búsqueda de canales en la plataforma YouTube. Después de aplicar los criterios de inclusión y exclusión definidos, se obtuvo una muestra compuesta por 20 canales de IES con más de 400 seguidores y 1250 vídeos. Estos vídeos se produjeron y compartieron abiertamente entre los años 2022 y 2023. Además, se adaptó un instrumento previamente utilizado para el análisis de EduTubers y se categorizaron los vídeos según su contenido. Los resultados revelan que el uso más frecuente de estos canales es compartir contenido elaborado por los estudiantes, seguido de la visibilización de eventos, la promoción del centro y las entrevistas. Entre los canales analizados, se identificaron dos con un claro perfil de SchoolTubers al desarrollar proyectos que contribuyen a la apertura del centro, son sensibles a la realidad social del contexto y fomentan una cultura de participación y responsabilidad colectiva entre los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Em um contexto de crescimento exponencial no uso de redes sociais e compartilhamento de conteúdos na rede, este estudo se centra no uso educativo que fazem os Institutos de Educação Secundária (IES) de seus canais do YouTube. Utilizando a metodologia PRISMA, realizou-se uma busca exaustiva na plataforma YouTube. Após aplicar os critérios de inclusão e exclusão definidos, obteve-se uma amostra composta por 20 canais de IES com mais de 400 seguidores e 1250 vídeos. Esses vídeos foram produzidos e compartilhados abertamente entre os anos 2022 e 2023. Além disso, adaptou-se um instrumento previamente utilizado para a análise de EduTubers e categorizaram-se os vídeos segundo seu conteúdo. Os resultados revelam que o uso mais frequente desses canais é compartilhar conteúdo elaborado pelos estudantes, seguido da visibilidade de eventos, da promoção do centro e das entrevistas. Entre os canais analisados, identificaram-se dois com um claro perfil de SchoolTubers, pois desenvolvem projetos que contribuem para a abertura do centro, são sensíveis à realidade social do contexto e promovem uma cultura de participação e responsabilidade coletiva entre os estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In a context of exponential growth in the use of social networks and content sharing online, this study focuses on the educational use that Secondary Education make of their YouTube channels. Using the PRISMA methodology, an exhaustive search was conducted on the YouTube platform. After applying the defined inclusion and exclusion criteria, a sample of 20 SEI channels with over 400 followers and 1250 videos was obtained. These videos were produced and openly shared between the years 2022 and 2023. Additionally, an instrument previously used for the analysis of EduTubers was adapted, and the videos were categorised according to their content. The results reveal that the most frequent use of these channels is sharing content created by students, followed by the visibility of events, promotion of the school, and interviews. Among the analysed channels, two were identified with a clear SchoolTuber profile, as they develop projects that contribute to the school's openness, are sensitive to the social reality of the context, and promote a culture of participation and collective responsibility among students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vídeo Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Material Didático]]></kwd>
<kwd lng="pt"><![CDATA[Auto-Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Escola Secundária]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educativa]]></kwd>
<kwd lng="en"><![CDATA[Educational Video]]></kwd>
<kwd lng="en"><![CDATA[Teaching Materials]]></kwd>
<kwd lng="en"><![CDATA[Self-Instruction]]></kwd>
<kwd lng="en"><![CDATA[Secondary School]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="es"><![CDATA[Vídeo Educativo]]></kwd>
<kwd lng="es"><![CDATA[Material Didáctico]]></kwd>
<kwd lng="es"><![CDATA[Autoaprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educacional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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