Mobilizações do @escolasempartidooficial no instagram: análise netnográfica da interação on-line a partir do modelo dialogal da argumentação
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2021-05-25
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Universidade Federal de Goiás
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This work aims to describe and interpret the dynamics of comments recorded on posts of the
movement “Escola Sem Partido/School Without Party” on Instagram. On social media, the definition
of the teacher’s professional identity is analyzed based on the interactions promoted by the posts
available at @escolasempartidooficial. In the context of cyberculture, the non-presential
interpersonal communication is a unique place for interaction, where users make use of strategies
and specific resources for the creation of arguments and the mix of dissenting perspectives. Seen in
this term, using the theoretical- -methodological apparatus of the Dialogal Model of Argumentation,
developed by Christian Plantin, we envision the professional identity of teachers looking upon two
dimensions: self-recognition (ethos) and hetero-recognition (image). We start from the ideia that the
shock of these two conflicting dimensions establishes an argumentative situation that, in the wake
of the dissent, allows other issues to be brought into question wihtin an argumentative framework
established by the interactional game. To that end, we search for theoritical basis in discourse studies
(BAKHTIN, 2003, 2011; CHARAUDEAU, 2011; MAINGUENEAU, 2006; GOFFMAN, 2002), in
the theoretical framework of Argumentation and Rhetoric (PLANTIN, 2002, 2008, 2009, 2016;
GRACIO, 2010, 2013; PERELMAN, 1996; PERELMAN and OLBRECHTS-TYTECA, 2005;
REBOUL, 2004; AMOSSY, 2005, 2017) and in the specific literature of digital media (LÉVY, 2000;
RECUERO, 2009; DIONÍSIO, 2011; ROJO, 2012; NEIVA, 2013; SLOAN, QUAN-HAASE, 2017;
KOZINETS, 2014). This is a mixed methodology netnographic study. The selected corpus, called
Post_ESP, consists of 9 publications and 482 comments. From the adoption of the definition as a
category of analysis, we articulate functional elements and qualifying elements. The initial results of
the analysis demonstrate that the teaching identity, when called into question, opens new questions,
founding a chain of interaction organized from the topics of the comments.
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BACELAR, A. P. S. Mobilizações do @escolasempartidooficial no instagram: análise netnográfica da interação on-line a partir do modelo dialogal da argumentação. 2021. 184 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021.