As molduras argumentativas do Instagram: design descritivo-analítico de interação multimodal
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2021-12
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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.
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Modelo dialogal da argumentação, Netnografia, Instagram, Interação multimodal, Dialogic model of argumentation, Netnography, Multimodal interaction
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BACELAR, Ana Paula de Sousa; DAMASCENO-MORAIS, Rubens. As molduras argumentativas do Instagram: design descritivo-analítico de interação multimodal. Revista da Abralin, Sergipe, v. 20, n. 3, p. 938–954, 2021. DOI: 10.25189/rabralin.v20i3.1957. Disponível em: https://revista.abralin.org/index.php/abralin/article/view/1957. Acesso em: 5 abr. 2023.