Videolessons and production of the academic article: what is taught?

This study aims to identify and analyze teaching components explored in videolessons about academic article production. Methodologically, the quantitative-qualitative method is adopted, based on netnography. As a theoretical contribution, Portuguese language teaching practices in a didactic-digital context are presented (Laurentino; Miranda da Silva, 2023), as well as academic article (Motta-Roth; Hendges, 2010), stages of textual production (Antunes, 2003a) and teaching components (Lino de Araújo, 2014). The data are contained in fifteen videolessons on the YouTube platform and highlight the focus on the compositional structure of the genre as the most recurrent teaching component. It is observed that this recurrence stems from the specificities of the didactic-digital context that houses the videolessons, justifying their production model and teaching method. In this analysis, visibility is thus given to new means of teaching academic genres, such as the article, and to the ways in which teaching components are explored in videolessons.

Keywords:
Didactic-digital context; Videolessons; Academic article; Teaching components; Stages of textual production