Práticas de leituras realizadas a partir de postagem de vídeos em redes sociais.

Abstract

Recent reading practices were influenced by technologies advent, which affects the ways to read interact and communicate in various everyday life situations. This initiates new languages and provides innovated reading situations that require changes in behavior patterns before digital environment. When one views videos on social networks, s/he uses readers’ reading skills and strategies that may influence contemporary reader establishment. So, we developed this research focusing on readers’ abilities description before writing reviews on videos display at social networks, because we found out that to view and to post are wide acceptance practices at internet. Thus, we conducted this research based on the question: What kind of reading skill is in focus at videos released on social networks? In order to answer it, we set the following objectives: general context: to study reader and reading concept underlying comments after posting videos on social networks. As specific objectives, we intend to describe genres operation in released videos and to identify readers’ skills on comments produced on genres shown in videos. This is a qualitative research with descriptive/interpretative nature. We selected five videos shared on social networks Facebook and YouTube, as well as 25 comments related to such medias. Theoretical foundation is grounded in Kato (1985), Leffa (1996) and Kleiman (2013), dealing with reading strategies, as well as contemporary reading profile proposed by Coracini (2005). We also adopt hypertext by Lévy (1993). Kress and Van Leeuwen (1996) support multimodality concept used throughout this dissertation. Moreover, we considered multiliteracies by Rojo (2012). Results show that multimodality in genres anchored in videos works as reading motivators. It provides readers’ interactions and behaviors with multiple criticality levels. Besides, comments about videos in focus identified readers’ skills use in linguistic and affective procedures, with emphasis on individual placements and cultural demands. Such skills, which are little related to textual linguistic aspects, result in comprehension ranging from neutrality and valuation criteria.