Tutorial em vídeo: uma proposta de multiletramentos para o 8º ano

Abstract

The present paper of memorialistic nature had the purpose of providing students of the 8th grade A, from the Municipal School Laura Folly – Dias d'Ávila, Bahia, multiliteracy practices, especially from digital literacies, carried out in the production of a multimodal genre. The main goals of the paper were: (1) To know the characteristics that define the video tutorial genre in order to verify its ways of production and textual categories. (2) To do and apply reading, writing and speaking activities for the preparation of the video tutorial in the classroom. (3) To critically analyze the multiliteracy practices developed and experienced by the students and the experience in the making of the video tutorial genre in the classroom, considering the basic theories. Methodologically, the qualitative research was ethnographic by nature. The people chosen for the research were based on the lack of critical reading, written production and speaking abilities. Questionnaire was used in the research and the following procedures as well: questionnaire application, talking circles and field journal. According to the data collected, one can trace the profile of the research participants: teenagers; local residents who live near the school that link reading and writing as a school activity; parents/guardians readers of religious and literary works and social media; written production is more focused on social media too. The intervention activities, focusing on reading, writing and speaking skills in the school context, were organized based on the idea of didactic prototype which the production of the digital video tutorial genre was worked. This investigative and intervention action was based on the theoretical contributions of gender discourse theory (BAKHTIN, 1997; BAZERMAN, 2006); Multiliteracies and multimodality (ROJO, 2009, 2012, 2013, 2015; COPE and KALANTZIS, 2013; DUDENEY, HOCKLY, PEGRUM, 2016; LEMKE, 2010; SILVA and TINOCO, 2019; STREET, 2014). These theories support a teaching-learning of the Portuguese language as a social practice. The results achieved in the development of the research, on one hand, allowed the analytical description of the video tutorial genre in which the presence of several forms of languages was observed, requiring both from the producer and the user, the tacit knowledge of multimodality for the production of meaning. As for the intervention process with the development of the work with video tutorial, it was noted that the multiliteracy practices provided the students with a better use of the subject in regards to reading, writing and more engaged speaking; it also changed the behavior of students at school by placing them in the position of protagonists more aware of their existence as citizens. In addition, it provided these young people with more autonomy and social responsibility necessary when dealing with multimedia texts that circulate socially in the digital environment, allowing reflection on the diversity of information available on the Internet and the possibilities of contribution in this environment, expanding it even further when involved in the process of recording, editing, posting and other actions that made up digital literacy during the study, planning, organization and production of video tutorials.