O ensino de língua inglesa na rede social Instagram : uma análise dialógica do discurso digital

• Ano de defesa: 2024
• Autor(a) principal: Silva, Priscila Aline Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Análise do discurso digital; Teorias de ensino de língua; Dialogismo; Tecnogêneros discursivos; Instagram; CNPQ::LINGUISTICA, LETRAS E ARTES; Digital discourse analysis; Language teaching theories; Dialogism; Discursive technogenres
• Link de acesso: http://ri.ufmt.br/handle/1/6630

The current context of technological development has triggered numerous changes in contemporary society. Several shifts have occurred concerning not only the ways people consume goods and services, engage in social interactions and use language, but also in the teaching and learning methods, particularly with the advent of social media. While more professionals share knowledge daily on these platforms, the opportunity to learn becomes more prevalent in the everyday lives of those who have access to the Internet. Among those who share knowledge in these virtual spaces are the English language teachers. Through creative profiles which disseminate language curiosities, study strategies, and practical exercises, these teachers amass a legion of followers on social media, expanding the reach of linguistic knowledge. In light of this scenario, this work explores the dialogical relationships between English language teaching methodologies and the technopedagogical practices of teacherinfluencers on the Instagram social network. We examine five profiles of Brazilian English language teachers and analyze their posts over a fifteen-day period. The research objective is to understand if there are dialogues between the content produced by these five influencers and established language teaching methodologies. To achieve this, we undertake a dialogical analysis of digital native discourses, understanding the influence of the technical apparatus on their production; identifying the characteristics of discursive technogenres under which these technodiscourses materialize themselves; and identifying the teaching methods underlying the posts of teacher-influencers through their concrete statements. The methodology of this research intersects the assumptions of Digital Discourse Analysis proposed by Marie-Anne Paveau and the dialogical perspective of the Bakhtin’s Circle. Based on the studies of José Vilson Leffa and Valesca Brasil Irala; Diene Larsen Freeman and Marti Anderson; N. S. Prabhu; Baba Kumaravadivelu and others, we recover the principles and techniques of English language teaching theories that have been established throughout the history of linguistic studies. We characterize the technogenres Bio, Publications, and Reels, elucidating their relatively stable characteristics. Finally, we analyze the concrete utterances of influencerteachers, recognizing the social voices that permeate them, as well as the dialogical echoes with language teaching theories. From the analyses, we observe that the influencer-teachers do not attach themselves to the strict application of the investigated methods. Instead, they alternate among them to achieve their goals, indicating that their technopedagogical practices move towards the Post-Method condition.