The tweet genre and the (hyper)textualization of teaching-learning objects

Abstract

This research aims to investigate the phenomenon of genre re-elaboration in tweets about teaching-learning objects from the Languages and Mathematics fields. We also aim to analyze the strategies of (hyper)textualization used in these tweets to achieve the speaker's speech will. The study was theoretically based on the Bakhtin circle’s postulates – mainly regarding the process of genre re-elaboration – and Brazilian research in the areas of Text Linguistics and Languages and Technologies, especially on the discussions about hypertext. For data selection and analysis, we adopted a qualitative methodology by creating a profile on the social network Twitter. We built a database composed by screenshots of 50 tweets related to the four fields of knowledge that integrate the Basic Education curriculum (Languages, Mathematics, Humanities, and Natural Sciences). We selected four tweets from the Languages field and three tweets from the Mathematics field to compose the research corpus. The analysis showed that these tweets re-elaborated genres from various spheres of human activity. Among them, we highlight the meme, the schema, the conceptual map, the advertisement, and the didactic text. Such genres manifested in the thematic content, in the style, and in the compositional construction of these tweets. We also found that, in tweets from both fields, users employed   different strategies of (hyper)textualization. The main strategies were the use of the 2nd person, images, thread, and typographic features, in addition to a high degree of intertextuality. Thus, we observe that digital literacy is mobilized in the tweets we analyzed, both to their production and to their reading. In this case, users need to adapt to the particularities of Twitter