@article{Azzari_Melo_2016, place={Belo Horizonte-MG}, title={Olhares sobre a linguagem em redes sociais e suas interfaces com a educação crítica e pluralista / Overlooking language in social networwoks and its connections with a plural and critical education}, volume={9}, url={https://periodicos.ufmg.br/index.php/textolivre/article/view/16729}, DOI={10.17851/1983-3652.9.2.94-113}, abstractNote={<p align="justify"><span style="color: #000000;"><span style="font-family: ’Liberation Sans’, sans-serif;"><strong>RESUMO</strong>: <span style="font-family: ’Liberation Sans’;"><span>A mobilidade tecnológico-digital tem possibilitado a ressignificação de práticas sociais que, deslocadas para tempos-espaços outros, trazem à tona uma diversidade de suportes e gêneros </span></span><span style="font-family: ’Liberation Sans’;"><span>–</span></span><span style="font-family: ’Liberation Sans’;"><span> geralmente híbridos em sua natureza. O objetivo deste artigo é analisar duas postagens de redes sociais públicas sustentadas pelo </span></span><span style="font-family: ’Liberation Sans’;"><span><em>Facebook</em></span></span><span style="font-family: ’Liberation Sans’;"><span>,</span></span><span style="font-family: ’Liberation Sans’;"><span> a fim de estabelecer possíveis diálogos entre os conceitos de cronotopo e arquitetônica (como eixo articulador de enunciados). Ad</span></span><span style="font-family: ’Liberation Sans’;"><span>ota-se</span></span><span style="font-family: ’Liberation Sans’;"><span> como metodologia a análise dialógica de discursos com base nas teorizações propostas por Bakhtin (</span></span><span style="font-family: ’Liberation Sans’;"><span><span>1981</span></span></span><span style="font-family: ’Liberation Sans’;"><span><span>b</span></span></span><span style="font-family: ’Liberation Sans’;"><span><span>; </span></span></span><span style="font-family: ’Liberation Sans’;"><span>1998[1975], </span></span><span style="font-family: ’Liberation Sans’;"><span><span>2006[1929]</span></span></span><span style="font-family: ’Liberation Sans’;"><span>), aportadas por uma visão pluralista e transl</span></span><span style="font-family: ’Liberation Sans’;"><span>í</span></span><span style="font-family: ’Liberation Sans’;"><span>ngue das linguagens visibilizadas nos dados, </span></span><span style="font-family: ’Liberation Sans’;"><span>e </span></span><span style="font-family: ’Liberation Sans’;"><span>pro</span></span><span style="font-family: ’Liberation Sans’;"><span>põe-se</span></span><span style="font-family: ’Liberation Sans’;"><span> cogitar sua interface com a educação linguística crítica. A </span></span><span style="font-family: ’Liberation Sans’;"><span>partir d</span></span><span style="font-family: ’Liberation Sans’;"><span><span>e</span></span></span><span style="font-family: ’Liberation Sans’;"><span><span> Recuero (20</span></span></span><span style="font-family: ’Liberation Sans’;"><span>09), entende-se que as redes sociais se configuram como “metáfora” das relações estabelecidas por seus participantes, sendo o </span></span><span style="font-family: ’Liberation Sans’;"><span><em>Facebook</em></span></span><span style="font-family: ’Liberation Sans’;"><span> um dos sistemas que apoiam essas redes. Conclui-se que, para estabelecer suas conexões, os participantes das redes sociais lançam mão da multimodalidade e multissemioticidade ao construir, curtir e compartilhar textos/enunciados permeados pela pluralidade cultural, refletindo-a e refratando-a. Por conseguinte, observa-se que os letramentos contemporâneos são </span></span><span style="font-family: ’Liberation Sans’;"><span><em>constituintes de</em></span></span><span style="font-family: ’Liberation Sans’;"><span> e </span></span><span style="font-family: ’Liberation Sans’;"><span><em>constituídos por</em></span></span><span style="font-family: ’Liberation Sans’;"><span> essas práticas, manifestando diferentes e múltiplos letramentos, (inter)conectados por hiperinterações, configurando um novo </span></span><span style="font-family: ’Liberation Sans’;"><span><em>ethos</em></span></span><span style="font-family: ’Liberation Sans’;"><span>. Os interlocutores observados se permitem (re)produzir e circular textos/enunciados, engajando-se discursivamente para construir sentidos compartilhados contextualmente e apontando, por vezes, para o translinguismo e suas manifestações</span></span>.</span></span></p><p align="justify"><span style="color: #000000;"><span style="font-family: ’Liberation Sans’, sans-serif;"><strong>PALAVRAS</strong><strong>-</strong><strong>CHAVE</strong>: <span style="font-family: ’Liberation Sans’;"><span>tecnologias digitais; redes sociais; educação linguística crítica; arquitetônica; translinguismo</span></span><span>.</span></span></span></p><p align="justify"> </p><p align="justify"><span style="color: #000000;"><span style="font-family: ’Liberation Sans’, sans-serif;"><strong><span>ABSTRACT</span></strong><span>:</span><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US"><span>The digital-technologic mobility has resignified social practices which – being re-located to other time-space frames – bring about a myriad of apparatus and genres, usually hybrid in its birth. The objective of this paper is to analyze two posts published in public social networks supported by Facebook, aiming at establishing possible dialogues between the concepts of chronotope and architectonic (as an articulating axis of utterances). We take as methodology a dialogic discourse analysis, based on Bakhtin´s proposed ideas (1981b; 1998[1975], 2006 [1929]). A plural and translingual approach to the languages which outcome from data sustains the analysis which questions its overlapping with critical language education. Recuero (2009) views of social media networks fundaments the understanding that they might be taken as a “metaphor” for the relationships established among their participants and assumes that Facebook takes a role of a system which supports those relations. In order to establish connections, social media participants resort to multimodality and multissemiosis as they construct, “like” and share texts/utterances that are permeated by cultural plurality, both refracting and reflecting it. Thus, contemporary literacies are constituted by as well as they constitute (themselves) those practices, within multiple and diverse literacies which are interconnected by hypertextual interactions, generating a new </span></span></span></span><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US"><em><span>ethos</span></em></span></span></span><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US"><span>. Those interlocutors allow themselves to (re) produce and circulate texts, engaging discursively to construct contextually shared meanings and sometimes pointing to translingualism and its manifestations</span></span></span></span>.</span></span></p><p align="justify"><span style="font-family: ’Liberation Sans’, sans-serif;"><span style="color: #000000;"><strong>KEYWORDS</strong></span><span style="color: #000000;">: </span><span style="color: #000000;"><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US">digital Technologies; social media; critic</span></span></span></span><span style="color: #000000;"><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US">al</span></span></span></span><span style="color: #000000;"><span style="font-family: ’Liberation Sans’;"><span><span lang="en-US"> linguistic education; architectonic; translingualism</span></span></span></span><span style="color: #000000;">.</span></span></p>}, number={2}, journal={Texto Livre}, author={Azzari, Eliane Fernandes and Melo, Rosineide de}, year={2016}, month={dez.}, pages={94–113} }