Videoaula de língua portuguesa via YouTube : multimodalidade, interatividade e ethos discursivo

• Autor(a) principal: Lima, Heloisa Dandara Ribeiro De [UNIFESP]
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10810294; https://hdl.handle.net/11600/64892
• topic: Multimodality; Video Classes; Interactivity; Discourse; Multimodalidade; Videoaulas; Interatividade; Discurso

This dissertation, based on the French line of Discourse Analysis (AD), more specifically from the studies postulated by Dominique Maingueneau, has as main objective to analyze how Multimodality contributes with the possible interactions between the subjects for the construction of the discursive ethos in the genre of video discourse. The corpus of the research are Portuguese grammar video lessons from the YouTube channel, whose main theme is pronouns. This study is justified as the understanding that technological advance has considerably changed teaching methodologies, including the increasingly proximal reach between subjects and reality for the construction of knowledge, and also the autonomy of learning by the subjects involved in it. Multimodal resources have permeated the teaching-learning process in all areas of knowledge. Technologies also contribute significantly to pedagogical practices in Portuguese grammar classes. Several technological resources are present, such as learning objects, digital educational objects, the digital textbook, among others, which enable the use of different strategies for the development of the discursive competence of the subjects who participate in the teaching-learning process. These devices also enable the emergence of different languages, which, within the limits of this research, characterize as multimodality. Besides analyzing the influence of the multimodal resources on the gender in question, we seek to verify to what extent and which discursive ethos is built through these resources presented in the analyzed samples. The theoretical input used is Bakhtin (2003) and Maingueneau (2005, 2006, 2008, 2010, 2012, 2013, 2015, 2016 and 2018) regarding the definition of the discourse gender. At the same time, we rely on multimodality concepts by Kress (2003), Dionysus (2005), Dionysus and Vasconcelos (2011), Ribeiro (2016) and Walsh (2011). Considering cyberspace as an educational space and the need to rethink the new concepts of education, we base ourselves on Toledo (2007), Recuero (2009), Marquesi, Elias and Cabral (2008). The studies of Oliveira and Stadler (2014) help to contextualize and approach videos and video classes. In Silva (2014) we looked for issues related to interaction and interactivity as inseparable aspects of the video lesson genre. And finally, we returned to Maingueneau (2013; 2016) to revisit the postulates on discursive ethos. The result we have reached demonstrates that multimodality as a characteristic resource of video classes contributes to the construction of discursive ethos in this genre of discourse and that ethé are produced considering also the interactivity present in this virtual genre.