To be a teacher, to be a student in France: an analysis of the images materialized in french video classes

• Grant number: 25/05015-3
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: September 08, 2025
• End date: September 07, 2026
• 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: Reboul-Toure
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: Université Sorbonne Nouvelle - Paris 3, France
• Associated to the scholarship: 24/01819-8 - A comparative dialogical analysis of teacher and student images on Brazilian and French video lessons, BP.DR

Abstract

Our research project consists of the analysis and comparison of the teacher and student images materialized in video class utterances from two different languages/cultures: Brazilian and French. Within this framework, this research internship project aims, on the one hand, to deepen our knowledge about the Comparative/Contrastive Discourse Analysis (ADC, in French), in confluence with the Bakhtinian concepts (the Dialogical Comparative Discourse Analysis, or ADCD, in Portuguese) and, on the other hand, to immerse ourselves in the French language/culture for a better understanding of some aspects of the French education (both in and out of official institutions) and the educational cultures therein, as well as the language specificities of the French practiced by young people - which form the target audience of the analyzed utterances. Those objectives will be accomplished by attending doctoral seminars, conferences, and other academic events, by doing bibliographical research, and by consulting other researchers who work with similar themes. The in-depth study of the theory and methodology of ADC and ADCD will result in a chapter of our thesis. Additionally, the knowledge acquired about French education and its educational cultures will be contrasted with our corpus of 8 French video classes. By analyzing the selected utterances, specifically their forms of authorship and their marks of the presumed interlocutor, we expect to find aspects of the teacher and student images as social, cultural, and institutional positions in this language/culture. Once back in Brazil, we will then contrast these results with those obtained from the analysis of the Brazilian corpus and thus arrive at the conclusions of our doctoral research. (AU)