Uma proposta de trabalho com o gênero vídeo-resenha: um olhar para a oralidade e para a multimodalidade

Abstract

This study has the objective of presenting a didactic sequence (DS) for students of the 1st grade of Brazilian High School System, focused on the development of language skills regarding multi-semiotic oral texts production. To do so, the textual genre chosen was the “review video”, and a didactic model was elaborated in order to map the teachable dimensions of the genre, thus allowing for the elaboration of the DS. The proposal had as theoretical basis the concepts of mediation, zone of proximal development, and the psychological instrument developed by Vygotsky (1989), and brought to light by Oliveira (2009). Additionally, the study is based on theoretical-methodological assumptions established by Socio-discursive Interactionism (Bronckart, 2006) for the didactic proposals in the teaching of textual genres, from the notions of Didactic Model of Genre (Modelo Didático de Gênero (MDG), in Portuguese) conceived by De Pietro et al (1997), and of didactic sequence (Schneuwly e Dolz, 2004), in addition to a view aimed at the development of language skills (Schneuwly e Dolz, 2004). The central theoretical framework is completed by theoretical reflections on the concept of review videos (Silva, 2019), reflections on the work with orality in basic education (Bentes, 2010; Carvalho e Ferrarezi Jr, 2018; Marcuschi, 2001 and 2008; Schneuwly and Dolz, 2004), as well as issues concerning multimodality (Rojo and Moura, 2019; Kersch, Coscarelli and Cani, 2016). Thus, this study intends to provide the means for teachers to use this pedagogical-didactic sequence in their classes or, still, to adopt them as a starting point for the construction of other DS about this genre and about other textual genres developing similar language skills.