Banca de DEFESA: RENATA INGRID DE SOUZA PAIVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RENATA INGRID DE SOUZA PAIVA
DATE: 14/11/2024
TIME: 13:30
LOCAL: on line
TITLE:

The growing prominence and consolidation of the video lesson technogenre on YouTube: contributions from Digital Discourse Analysis to understanding neoliberal relations in teachers' work

KEY WORDS:

3. PALAVRAS-CHAVE EM INGLÊS:

Digital Discourse; Technodiscourse; Techno-genre; video lessons; precariousness of teachers' work

PAGES: 157
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

1. RESUMO EM INGLES:

The great social prominence given to digital discourse, especially in the context of the pandemic, has aroused both personal and contextual concerns. In the educational context, the impressive number of views on the YouTube platform is growing all the time and, as a result, video lesson channels with a wide variety of content have gained and are gaining even more ground today. From this perspective, the research aimed to define, understand and reflect on issues that deal with the place/role of growing and consolidated protagonism of video lessons, read, understood and analyzed here as technogenres, published on the YouTube platform, also paying attention to the great evidence that the world historical court has been establishing for the digital environment. In this way, we defend the thesis that it is possible to observe, based on the postulates of Digital Discourse Analysis (DDA), that video classes not only establish their protagonism and very specific discursive characteristics, but also impose different limits on conventional production mode classes, both as production and as sharing knowledge from this format. Anchored in the knowledge of Discourse Analysis, in the light of the studies of Pecheux (1995), and backed up mainly by Digital Discourse Analysis, the central perspective of our work, proposed by Paveau (2021), our research work was developed from the corpus composed of 12 (twelve) video lessons, divided into two digital channels: 4 (four) recorded and 4 (four) live, from the Redacao e Gramatica Zica channel, and 4 (four) recorded from the Professor Noslen channel; the channels stand out for their reach and important numbers to attest to their notable presence on the internet. The results found, in general, demonstrate the nuances established by the digital environment, understanding video lessons as a techno-discourse and, from this perspective, a digital techno-genre. With regard to the effects caused, we understand that the characteristics pointed out, especially amplification and de-linearization, mobilize unique effects: amplification echoes the possibilities, both in the comments and in the online chat, of the most diverse forms of interaction that are posed by Internet users, and de-linearization also includes the universe of possibilities that are raised depending on the interface, the profile mapped by the writer's network and the interferences that can occur with each navigation. In addition, we discuss success, shared knowledge and the contextual localization embodied by neoliberalism and its consequences for teachers. Therefore, addressing these problematizations and theoretical-analytical issues was the main objective of this doctoral thesis.

COMMITTEE MEMBERS:
Externa à Instituição - TAMIRES CRISTINA CONTI
Externa à Instituição - PAULA CAMILA MESTI
Externa à Instituição - JULIA LOURENÇO COSTA - USP
Externo à Instituição - SAMUEL PONSONI - UEMG
Externa à Instituição - STEFANIA MONTES HENRIQUES