Fanpages educacionais: da textualização ao funcionamento dos gêneros memes e anúncios publicitários.

Abstract

Professionals from different areas have made use of virtual profiles on social media in order to promote products or services. In this context, the teacher has also been inserted in digital media, both to access resources that guide teaching practices, also to disseminate contents that necessarily occurs using texts. This dissertation addresses textualization on fanpages, public Facebook pages that allow you to share content for free. Thus, from three major public profiles in the area - Biologia Total, Matemática Rio e Língua Portuguesa - we seek to answer the following question: What is the textualization process in educational fanpages? Therefore, we aim generally: To understand the textualization processes involved in the production of those pages. As specific objectives, we intend, in addition to describing the defining criteria for textualization in the posts on the defined pages; analyze the functionality of educational fanpages as content promoters and professionals in the digital media market. This paper emphasizes the understanding of textual genres functioning in digital environments, and ponders on new professionalization possibilities which serve the pedagogical praxis through the teacher insertion in the digital universe as a content consumer and producer. Regarding the theoretical basis, we consider the contributions of Marcuschi (2003), Bakhtin (1997 [2016]), Rojo (2013; 2015), Schneuwly and Dolz (2004) and other authors, to characterize the fanpage; Borges Neto (2004), Costa Val (1994; 2004), Beaugrande; Dressler (1981 apud Marcuschi, 2008) and other authors, to discuss the concepts of text, textuality and textualization; and Marcuschi (2008), Ribeiro (2018), Eagleton (2011), Lévy (2009), Veloso (2014) and other authors, to reflect on the textualization of educational fanpages. From a methodological point of view, based on the classifications proposed by Bortoni-Ricardo (2008), Moreira; Caleffe (2008), Moita Lopes (2006) and others, this a interpretive investigation, therefore it is identified with the qualitative method and with Applied Linguistics. On the other hand, according to the corpus origin, based on Amaral, Natal and Viana (2008), Hine (2005) and Ferro (2015), we recognize this as a netnographic inspiration research. Based on these identifications, and the corpus systematization, two analysis categories were defined: "Textualization processes as a reconfiguration of a genre: the educational fanpage", where we describe and analyze the application of various genres in the supports frequently used by page administrators ; and “How the pages work: from managing posts to comments interactivity”, understanding how the interaction between administrators and users takes place. The analysis revealed that: 1) The textuality criteria are naturally included in fanpages, but the textualization is mainly ensured due to the multimodality, which anchors the creation of different modes of language; 2) Fanpages are established as potentially pedagogical supports/genres, due to the free and easily accessible space what allows the sharing of content in different ways, however they do not constitute a space (only) for contents socialization, that are usually part of the school, they are a space that, in addition to teaching educational content, sells and disseminates products and/or services; 3) Fanpage are an option to think about a service that has no geographic borders and expands the existence of new professional markets.