Práticas de ensino de língua portuguesa em contexto didático-digital: evidências de ideologias linguísticas em videoaulas e comentários on- line.

Abstract

Situated in the field of Applied Linguistics, this dissertation arises with the purpose of examining Portuguese Language (LP) teaching practices around objects of knowledge of the Linguistic/Semiotic Analysis (AL/S) axis inserted in a didactic-digital context, from video lessons and online comments. We developed one documentary research of netnographic inspiration based on the following guiding questions: what do PL teaching practices in video classes reveal about linguistic ideology? From the realization of these practices, what do the comments reveal about the underlying linguistic ideology? To answer them, our general goal was to relate LP teaching practices from the AL/S axis to the linguistic ideology carried out in video classes and online comments. Specifically, we aim (1) to characterize the teaching practices on AL/S content present in video classes; (2) to identify, in AL/S teaching practices, from video classes, the underlying linguistic ideology and (3) to analyze the evidence of linguistic ideology in comments related to the contents mobilized in teaching practices. As a theoretical framework, we consider contributions on language teaching and pedagogy (LIBÂNEO, 2006; 2004; BRONCKART; DOLZ, 2004), linguistic description (CASTILHO, 2019; SCHERRE, 2012; PERINI, 2005) and linguistic ideologies (VOLÓCHINOV, 2021 [1929]; WOOLARD, 2012; KROSKRITY, 2004; IRVINE; GAL, 2000). Relying on a quantitative-qualitative approach, we highlight didactic-digital contexts created by the publication of video lessons on three pedagogical channels on LP on the social network YouTube: Professor Noslen, Redação e Grammática Zica and Português com Letícia. In view of the quantitative salience of the data, we turned to the teaching practices carried out and the comments linked to the video classes on verbal agreement. We noticed the sharing of common aspects in the treatment of verbal agreement, referring to the pedagogical apparatus assumed in the implementation of practices, resources and didactic stages. Online comments, when in a didactic-digital context, present different thematic focuses, sometimes focusing on the LP content, sometimes on the methodology, sometimes on the exposing subject and sometimes on the video class itself. Based on the characterization of these objects, we consider that the teaching practices of verb agreement, when giving meaning, index linguistic ideologies linked to groups of social, cultural and intellectual prestige, defending a homogenization of the language through the exclusive description of a variety artifactualized. In the same orbit, commentators reproduce the same ideal of practices, evaluating their own uses through artefactual parameters, anchored in an ideology that synonymizes language and grammatical rules.