Retextualization in teaching-APPrenticeship: investigating the hypertext-hypertext category on Instagram

• Autor(a) principal: Pinchemel-Amorim, Marina Martins
• Data de Publicação: 2024
• Outros Autores: Melo Pereira, Márcia Helena de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/71470
• topic: Gênero discursivo digital; Retextualização; Hipertexto; Instagram; Digital speech genre; Retextualization; Hypertext; Instagram

Retextualization is the production of a new text based on a previous text (or a set of them), being observed in everyday activities or for teaching-learning purposes. Marcuschi (2010a) presents four types of retextualization, in the speech-writing continuum. This article focuses on the hypertext-hypertext category of the retextualization activity. To this end, were analyzed procedural data from a hypertextual retextualization, collected while two high school students jointly elaborated Instagram posts. The data were captured on video and audio and later transcribed. Thus, the corpus consists of: (i) transcription of the dialogue between the pair during the retextualization; (ii) transcription of an audio-recorded semi-structured interview with the students; (iii) two Instagram posts made by the pupils. Through the data, the composition process of the hypertexts was rebuilt, by describing the seven retextualization production tasks, proposed by Dell'Isola (2007). The investigation indicated that the hypertext-hypertext category presents peculiarities in its conception and production process. Therefore, it is necessary to approach hypertextual retextualization differently, which justifies a fifth typification of retextualization, in addition to the four types presented by Marcuschi (2010a).