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Video classes: didacticity effect or didatic discourse?

Grant number: 22/00927-6
Support Opportunities:Scholarships abroad - Research Internship - Master's degree
Effective date (Start): August 08, 2022
Effective date (End): February 07, 2023
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
Principal Investigator:Sheila Vieira de Camargo Grillo
Grantee:Beatriz Amorim de Azevedo e Silva
Supervisor: Sandrine Reboul-Touré
Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Research place: Université Sorbonne Nouvelle - Paris 3, France  
Associated to the scholarship:21/00129-0 - Between fun and learning: intertwining of the didatization and entertainment movements in utterances of the video lesson genre, BP.MS


Our Master's research project is centered on the investigation of two movements that were identified as important elements of the video class genre: the humor movement and the didactization movement. We have already defined the humor movement as a carnivalization of the video class utterances through the entry of typically humoristic elements, genres, values, and images in a genre of the educational sphere, which is prototypically serious. The results were presented in linguistic events and are thoroughly discussed in our developing Master's dissertation. Now, we aim to investigate the didactization movement, as conceived by Moirand and further explored by other CLESTHIA/CEDISCOR authors, such as Reboul-Touré, through some guide questions, such as: is the video class genre an example of a didactic discourse or a mediatic discourse with a didacticity effect? To which extent does its situation of production interfere with its didacticity status? Are there enough formal and functional traces for these utterances to be considered effectively didactic? Through these questions, we will be able to better outline the video class genre from the face-to-face class genre, as well as reflect upon the nature of the didactic discourses in the contemporary context, taking into consideration the entrance of the educational sphere on the digital media. To achieve such objectives, I plan to work closely with the authors that form the CLESTHIA - Langage, systèmes, discours (specifically its axe sens et discours), especially Dr. Sandrine Reboul-Touré, along with an individual work of research and reading of the written production on that matter. Results will be disclosed on events and in papers to be sent to scientific magazines abroad and/or to Brazilian ones.

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