LAURENTINO, J. V. B.; http://lattes.cnpq.br/1822327719338271; LAURENTINO, João Vitor Bezerra.
Resumen:
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.