ANÁLISE DE VÍDEOAULAS SOBRE SEMÂNTICA LEXICAL

Abstract

This study aimed to investigate the pedagogical treatment given to lexical semantics in video lessons for teaching Portuguese. We focused on the production of video lessons, with regard to lexical semantics, given that this class format has assumed a significant pedagogical role in our country since the Covid-19 Pandemic. Our research is documentary, has a qualitative approach and an interpretive-descriptive purpose. For content analysis, we were based on the contributions of Antunes (2012), Neves (2020), Bezerra and Reinaldo (2020), Cançado (2008), Henriques (2011), Melo and Siqueira (2011) and Hoffmann (2014). The methodological course began with the generation of data by selecting five video classes, coming from three online educational channels, two on the YouTube platform – Brasil Escola and Curso ENEM Gratuito – and one on its own platform – Geekie Games, and, then our analysis. As a result, we found that there are six objects of knowledge linked to lexical semantics: synonymy, antonymy, homonymy, polysemy, lexical ambiguity and hyponymy/hyperonymy. On a theoretical point of view, these objects of knowledge alternate between lexical semantics at the limits of the word, the sentence and the text. Finally, we verified that there is a plurality regarding the perspectives of linguistic