O eductok como um gênero discursivo.

Abstract

This article analyzes EducTok as an emerging discursive genre on the TikTok platform, based on Bakhtin’s concept of speech genres. The aim is to investigate how educational videos produced by eductokers mobilize elements of theme, style, and composition within a digital teaching-learning ecosystem. Using a qualitative, documentary, and interpretative approach, three videos from different subject areas (Portuguese, History, and Mathematics) were selected. The analysis shows that EducTok articulates features of both primary and secondary speech genres, combining orality, spontaneity, visual elements, and multimodal resources in a format adapted to the platform’s logic. Beyond the internal structure of the videos, the study highlights the responsiveness generated in the comments, where learner-users interact with the content, express understanding, ask questions, and reinforce learning effects. In conclusion, EducTok demonstrates sufficient relative stability and active dialogism to be recognized as a new discursive genre, emerging as a significant space for the production and circulation of knowledge in contemporary society.