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| Author(s): |
Beatriz Amorim de Azevedo e Silva
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH/SBD) |
| Defense date: | 2023-11-17 |
| Examining board members: |
Sheila Vieira de Camargo Grillo;
Arlete Machado Fernandes Higashi;
Milena Moretto
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| Advisor: | Sheila Vieira de Camargo Grillo |
| Abstract | |
In this research, our main objective was to analyze the intertwining of the movements of humor and didacticization at all levels of the composition of video lesson utterances. From this objective, two specific goals unfold: to describe and characterize the video lesson genre; and to describe and to analyze elements that materialize in the selected utterances an intention of didacticism and, on the other hand, of elements appropriated from humorous utterances and genres to generate a humorous effect. Our initial hypothesis was that the interaction between these movements would be characteristic and constitutive of this genre and would therefore be found at all levels of construction of the analyzed video lessons, more specifically: in the thematic content, compositional structure and style. The relevance of this topic is related to the context of the COVID-19 pandemic, as well as the post-pandemic, which emphasized the need to better understand and analyze the new discursive forms that the sphere of education takes when penetrating the digital environment and, based on this, (re)situate the social, cultural and discursive practices of the school institution in its face-to-face format. To this end, the corpus consisted of two video lessons from the Hora do ENEM program, whose recent, official, public and widely circulated nature justified the selection. We also chose to work with two utterances in order to adopt a more detailed approach to the analysis, with the aim of detecting the materialization of the humor and didacticization movements in each aspect of the video lessons and, thus, verifying the existence of an imbrication between the movements and between them and the very composition of the utterances. The selected methodology was Bakhtin\'s Metalinguistics, which allowed us to understand the dialogic relations between the didacticization and humor movements present in the selected utterances, given that they manifest different ideological positions, discursive intentions and social evaluations, which coexist and dialogue within the video lesson genre. The analysis of the utterances identified the presence of the humor and didacticization movements at all levels of their composition, with differences in the materialization of these movements between the two video lessons. As a result, it was concluded that there is indeed a complex intertwining between the humor and didacticization movements which covers all the levels of construction of the analyzed utterances and which is related to fundamental aspects of the video lesson genre. We also concluded that the humor movement identified in the video lessons does not have the revolutionary and ambivalent character of the carnivalesque laughter proposed by Bakhtin, since its use in the utterances is related to the pragmatic discursive objectives of the author, such as obtaining the engagement of the audience by capturing their interest and attention. However, we have identified that the remnants of carnivalesque force that remain in contemporary humor - a reduced form of medieval comic laughter - allow us to glimpse possibilities for the use of humor intertwined with didacticization that can question institutional impositions in the educational sphere and propose a revolutionary and ambivalent alternative (AU) | |
| FAPESP's process: | 21/00129-0 - Between fun and learning: intertwining of the didatization and entertainment movements in utterances of the video lesson genre |
| Grantee: | Beatriz Amorim de Azevedo e Silva |
| Support Opportunities: | Scholarships in Brazil - Master |