As molduras argumentativas do Instagram: design descritivo-analítico de interação multimodal

Abstract

The analysis presented in this article seeks to examine online comments of the profile @escolasempartidoofficial in a theoretical and methodological plan that articulates Netnography principles to the theoretical apparatus of the dialogic model of argumentation. For the construction of Instagram's multi-modal interaction designer, we combined theoretical contributions from Ar-gumentation and Rhetorics (PLANTIN, 2002, 2005, 2008, 2009, 2011, 2016; GRACIO, 2013) to the specific literature of digital media (DIONÍSIO, 2011; ROJO , 2012; NEIVA, 2013; SLOAN; QUAN-HAASE, 2017; KOZINETS, 2014). We start from the idea that, on the Escola sem partido’s page, the professional identity of teachers is called into question when there is a clash of positions between teachersand the conception of «what means to be a teacher». As we will show below, from this stasis, users (followers and non-followers) start to ex-press their evaluations through platform-specific interaction icons and, mainly, through the comments that, in the aftermath of the discussion, found chains of interaction organized in argumentative frames.