O gênero de texto vídeo-minuto de divulgação científica: da modelização à prática em sala de aula

Abstract

This action research study (Thiollent, 2011) was conducted within the scope of the Professional Master’s Program in Letters (ProfLetras) at the Federal University of Juiz de Fora. Grounded in a socio-discursive interactionism perspective on language (Bronckart, 2006) and in a process-oriented approach to orality (Dolz; Schneuwly; Noverraz, 2004), the study aims to examine how the modeling and didactic transposition of the scientific dissemination one-minute-videos may contribute to the development of language capacities among lower secondary school students, by promoting discursive situations of academic and scientific literacy. More specifically, the study seeks to: (i) develop a Didactic Genre Model for scientific dissemination one-minute-videos; (ii) identify the teachable dimensions of this text genre in order to design a didactic sequence, from the perspective of autonomous oral production, with particular attention to the specificities of oral texts; and (iii) investigate evidence of the development of students’ multisemiotic language capacity in an 8 th grade class of elementary school. To this end, the research is based on two corpora: the first consists of ten YouTube videos featuring one-minute scientific curiosity content with a high number of views; the second comprises five scientific dissemination one-minute-videos produced by participating students, including an initial production (P1) and a final production (P2) developed after instructional modules focusing on linguistic and semiotic analysis (Magalhães, Sigiliano & Garcia-Reis, 2024), which are characteristic of this genre. Analysis of the first corpus revealed recurring patterns that supported the construction of a Didactic Genre Model for scientific dissemination one-minute-videos. Through the comparison between students’ P1 and P2 productions, it was possible to identify evidence of development in language capacities, particularly in the multisemiotic domain, across most of the selected language operations. The findings also highlight the need for further pedagogical work with scientific dissemination one-minute-videos in classroom settings, in order to foster greater mastery of still-developing operations, such as the use of sound effects and good speech rhythm. Furthermore, in line with Brasil (2018), which advocates the implementation of activities aimed at promoting scientific literacy (Silva, 2020) from basic education onward, this study seeks to contribute to teaching practices by providing a pedagogical guide that can be adapted to different educational contexts.