A comparative dialogical analysis of teacher and student images on Brazilian and French video lessons

• Grant number: 24/01819-8
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: July 01, 2024
• End date: June 30, 2028
• 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
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated scholarship(s): 25/05015-3 - To be a teacher, to be a student in France: an analysis of the images materialized in french video classes, BE.EP.DR

Abstract

In order to expand on the results of the Master's degree, the project aims to investigate how teacher and student images are materialized in video lesson utterances from two different languages/cultures: Brazil and France. In this sense, the intended research lies in the field of Comparative Dialogical Discourse Analysis, a line of research that has been developed within the "Diálogo" Research Group (USP/CNPq) and which combines French Comparative Discourse Analysis with the theoretical-methodological assumptions of Bakhtin and the Circle. Within this perspective, we have taken as categories of analysis the Bakhtinian concepts of form of authorship and inscription of the presumed listener, which constitute loci in which we will find materializations of current images of, respectively, the figure of the teacher, with whom the subject-author of the video lesson identifies himself, and the figure of the student, projected by the subject-author on his listener. The corpus chosen comprises YouTube video lessons from the Brazilian channel "Professor Noslen" and the French channel "L'Antisèche". We selected video lessons from both channels that focus on Languages and prepare young people for university entrance exams, such as the Brazilian ENEM and the French Baccalauréat.The relevance of this research lies in the possibility of discussing current social evaluations (VOLÓCHINOV, 2019c [1926]) regarding the figures of the teacher and student in a situation different from the one prototypically associated with them - the institutionalized space of the school and classroom. From our analysis and interpretation, we hope to obtain a reading of the different social, cultural, historical and discursive realities in which these utterances are situated, in order to highlight the variety of configurations of digital education in Brazil and France.