YOUTUBE AS A PEDAGOGICAL TOOL: THE FLIPPED CLASSROOM AS A PATH TO STUDENT PROTAGONISM

Abstract

This article analyzes the application of YouTube as an active flipped classroom methodology aimed at promoting student empowerment in the context of digital technologies. The research was conducted with elementary school classes at the Cláudio Martins Municipal School, part of the Fortaleza Municipal School System, and focused on the production of educational videos by the students themselves. The practices, carried out outside of school hours, involved scriptwriting, recording, editing, and collective self-evaluation, constituting formative experiences in authorship and critical reflection. Analysis of the productions revealed that the integration of digital media into the pedagogical process enhances student autonomy, collaboration, and creativity, expanding learning spaces and strengthening bonds between school and community. Furthermore, the methodology had a positive impact on student participation and on the motivation of faculty, who began incorporating technological strategies into their classes. It is concluded that the pedagogical use of YouTube, when mediated by educational intent and ethical criteria, is an effective tool for developing communication skills and consolidating a critical, participatory education aligned with contemporary digital culture.