A semântica do agir do professor de literatura na plataforma digital do youtube : conexões com a educação literária aberta em tempos de cibercultura

Abstract

The COVID-19 pandemic in 2020 was a milestone for the transition from classes that were previously taught in person. During this pandemic, Brazil adopted Emergency Remote Education (ERE) in teaching and learning processes mediated by digital technologies in order to ensure the maintenance of academic activities in schools and universities in the context of social isolation. Faced with these realities, some education professionals, involved in different teaching models, found ways to virtually share knowledge on platforms that are well-known and constantly accessed by students, such as YouTube. Therefore, the general objective of this research is to analyze the semantics of the literature teacher's actions on the YouTube digital platform, with a view to supporting Open Literary Education in cyberculture. We take as a basis the statement by Machado (2007), who presents teaching actions as a situated, personal, unique, prefigured, interactional, interpersonal, transpersonal, conflictual activity, and a source of learning new knowledge (Bronckart, 2012). This message, then, carries semantics specific to the subject of the action, expressing his/her actions through discourse. However, according to Open Literary Education, this discourse needs to dialogue with the current demand that technologies promote (Silva, Pedroza and Silva, 2023). Therefore, our corpus is formed by excerpts from the discourses used by a literature teacher in his video class on the YouTube digital platform. Therefore, this is an exploratory qualitative-interpretative research and case study, as it sees reality with a range of meanings and seeks to understand this point based on bibliographic studies and interpretations (Minayo, 2009) and investigates a specific contemporary phenomenon in the real context (Gil, 2002). The study is based on the methodology proposed by Sociodiscursive Interactionism (ISD) by Bronckart (2004), Machado and Bronckart (2009), and on the teaching work of Clot (2007), analyzing the discourse of the literature teacher on YouTube. Finally, we found in the discourse of the teacher-actor a type of interactive discourse, in which he reveals his subjectivity explicitly, in the same way that the theoretical discourse, the object of the teacher, deals with theoretical and assertive questions about the theme of his class. In addition, we were able to identify enunciative marks and predicative relations that reveal a discursive adequacy for the digital platform, which dialogues - indirectly - with the recipients of the message, the viewers.