Videoaulas no YouTube® sobre dissertação para ENEM e vestibulares: uma análise de aspectos hipertextuais e multimodais
Data
2020-11-30
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Nesta dissertação temos como objeto de estudo videoaulas no YouTube®, particularmente
aquelas dirigidas ao ensino de redação dissertativa para ENEM e vestibulares. Justificamos
a pesquisa e a sua relevância, visto que vivemos em uma cultura digital e, como tal, nas
diversas esferas de atuação humana, são constantes as mudanças em nossas práticas
comunicativas e interacionais propiciadas pelas tecnologias da comunicação e da
informação. As perguntas que norteiam a investigação são duas, a saber: (1) Quais traços
caracterizam videoaulas no YouTube® como produções hipertextuais? (2) Quais recursos
e estratégias multimodais são utilizados em videoaulas no YouTube® voltadas ao ensino de
redação? Em decorrência disso, os objetivos da investigação são assim definidos: (i)
identificar características que conferem às videoaulas selecionadas a condição de
constituir-se como uma produção hipertextual; (ii) analisar recursos e estratégias
multimodais em videoaulas sobre ensino de redação dissertativa no YouTube®. Para a
análise pretendida, selecionamos três videoaulas, que têm como tema a redação
dissertativa para ENEM e vestibular, e recorremos a estudos do texto, do hipertexto e da
multimodalidade para a fundamentação teórica da investigação. Resultados apontam que:
(i) traços como a multilinearidade, a multimodalidade, a intertextualidade e a interação
caracterizam a videoaula no YouTube® como uma produção hipertextual; (ii) recursos e
estratégias multimodais que compõem as videoaulas analisadas assumem funções didáticas
e interacionais, além de servirem à publicidade da instituição ou de professores que
respondem por essas produções. Embora as estratégias hipertextuais e multimodais com
funções didáticas e interacionais identificadas na análise sejam peculiares às três videoaulas
selecionadas no YouTube® , a possibilidade de uma videoaula ser relacionada
hipertextualmente a diversificadas produções multimodais sobre o mesmo tema e,
consequentemente, de estudantes poderem construir percursos próprios de aprendizagem
no universo da rede, é um aspecto a ser ressaltado no âmbito desta pesquisa.
In this dissertation we have as object of study video lessons on YouTube®, particularly those aimed at teaching dissertation writing for ENEM and entrance exams. We justify research and its relevance, since we live in a digital culture and, as such, in the different spheres of human activity, changes in our communicative and interactional practices provided by communication and information technologies are constant. The questions that guide the investigation are two, namely: (1) What traits characterize video classes on YouTube® as hypertextual productions? (2) What resources and multimodal strategies are used in video lessons on YouTube® aimed at teaching writing? As a result, the research objectives are defined as follows: (i) to identify characteristics that confer to the selected video classes the condition of constituting itself as a hypertextual production; (ii) analyze resources and multimodal strategies in video classes on teaching essay writing on YouTube®. For the intended analysis, we selected three video classes, which have the theme of essay writing for ENEM and entrance exams, and we resorted to text, hypertext and multimodality studies for the theoretical basis of the investigation. Results show that: (i) features such as multilinearity, multimodality, intertextuality and interaction characterize the video class on YouTube® as a hypertext production; (ii) multimodal resources and strategies that make up the analyzed video classes take on didactic and interactional functions, in addition to serving the institution's or professors' publicity for these productions. Although the hypertextual and multimodal strategies with didactic and interactional functions identified in the analysis are peculiar to the three video lessons selected on YouTube®, the possibility of a video lesson being hypertextually related to diverse multimodal productions on the same topic and, consequently, of students being able to build their own paths of learning in the universe of the network, is an aspect to be highlighted in the scope of this research.
In this dissertation we have as object of study video lessons on YouTube®, particularly those aimed at teaching dissertation writing for ENEM and entrance exams. We justify research and its relevance, since we live in a digital culture and, as such, in the different spheres of human activity, changes in our communicative and interactional practices provided by communication and information technologies are constant. The questions that guide the investigation are two, namely: (1) What traits characterize video classes on YouTube® as hypertextual productions? (2) What resources and multimodal strategies are used in video lessons on YouTube® aimed at teaching writing? As a result, the research objectives are defined as follows: (i) to identify characteristics that confer to the selected video classes the condition of constituting itself as a hypertextual production; (ii) analyze resources and multimodal strategies in video classes on teaching essay writing on YouTube®. For the intended analysis, we selected three video classes, which have the theme of essay writing for ENEM and entrance exams, and we resorted to text, hypertext and multimodality studies for the theoretical basis of the investigation. Results show that: (i) features such as multilinearity, multimodality, intertextuality and interaction characterize the video class on YouTube® as a hypertext production; (ii) multimodal resources and strategies that make up the analyzed video classes take on didactic and interactional functions, in addition to serving the institution's or professors' publicity for these productions. Although the hypertextual and multimodal strategies with didactic and interactional functions identified in the analysis are peculiar to the three video lessons selected on YouTube®, the possibility of a video lesson being hypertextually related to diverse multimodal productions on the same topic and, consequently, of students being able to build their own paths of learning in the universe of the network, is an aspect to be highlighted in the scope of this research.