O gênero tutorial em vídeo e o ensino de língua portuguesa: em foco os elementos da oralidade

• Ano de defesa: 2025
• Autor(a) principal: Neri, Flávia Sena
• Orientador(a): Sousa, Maria Margarete Fernandes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/82480

This study aims to analyze the elements of orality in the context of teaching the video tutorial genre in Portuguese language classes, delivered by a first-year high school teacher at a public school in Fortaleza, Brazil. According to BNCC (Brazil’s National Common Curricular Base) (Brasil, 2018), orality is a core component of Portuguese language instruction, alongside reading, writing, and linguistic/semiotic analysis. The research is grounded in theoretical frameworks from Textual Linguistics and Socio-Discursive Interactionism, drawing on authors such as Bakhtin (2016 [1997]), Marcuschi (2010), Schneuwly and Dolz (2004), and Travaglia et al. (2017). Following Marcuschi (2010), orality is understood as a social and interactive practice manifested through oral genres. The video tutorial was selected as the focal genre due to its widespread production and consumption by young people on social media platforms (Santiago, 2004; Sumiya, 2017; Barbosa & Magalhães, 2023). The research is descriptive and qualitative in nature (Gil, 2008), using the simple self-confrontation (ACS) method of the Activity Clinic (Clot, 2017). The project was approved by the Ethics Committee of the Federal University of Ceará (UFC) (approval no 7.039.537). To achieve the general objective, four classes were recorded and a self-confrontation interview was conducted with a Portuguese language teacher. After careful data analysis, which included the transcription of the protagonist teacher's verbalizations in the filming of a section of her classes and in the self-confrontation interview, it was found that the teacher did not approach teaching the oral video tutorial genre from a writing perspective. Rather, she engaged directly in the oral practice, guiding students through a fanzine-making tutorial using oral strategies. She recognizes the role of orality in constructing meaning, emphasizing both verbal and non-verbal features—intonation, rhythm, pauses, gestures, facial expressions, posture, and eye contact—typical of the genre. She conceives orality both as speech and as a social, interactive practice, the latter aligning with the systematic teaching of the video tutorial genre and its distinctive oral elements. The self- confrontation allowed the teacher participating in the research to reflect on her practice and on the importance of a more solid theoretical basis regarding orality and, above all, the elements of orality.