| dc.description.abstract | The objective of this paper is to investigate which conceptual and/or discursive metaphors are produced, as well as to verify its systematic nature in the discourse of video lessons of Biology on YouTube. We also have specific objectives that are to verify the textual patterns that motivate metaphorical organization in the discourse, the degree of novelty and conventionality of these metaphors, to investigate the relationship between the verified linguistic/conceptual metaphors and the scientific concepts represented by them, as well as to investigate to what extent these metaphors function as strategies of teaching in these video lessons. As a theoretical base, we use the following perspectives: the Theory of Conceptual Metaphor (LAKOFF and JOHNSON, 2002 [1980]), the perspective of the Systematic Metaphor (CAMERON, 1999; 2003; 2010) and the perspective of Metaphor in Discourse (SEMINO, 2008). Our research corpus consists of six transcripts of Biology video lessons automatically generated by the YouTube platform. These transcripts were collected on the YouTube platform and then compiled. The next step was the organization/division of these transcriptions into the didactic sequences advocated by Cameron (2003). In order to reach our research objectives, we applied the following methodological procedures: (a) to identify the metaphorical vehicles, (b) to infer conceptual metaphors and systematic/discursive metaphors through the metaphorical expressions found (linguistic metaphors) in our research corpus, (c) to verify and analyze the most frequent textual patterns pointed out by Semino (2008) and its relation with the emergence of linguistic metaphors (metaphorical expressions) and conceptual ones, (d) to classify linguistic metaphors according to typology - conventional or new/creative/imaginative, (e) to classify the linguistic metaphors found in the typology advocated by Cameron (2003), which consists of subtechnical metaphors, technical and technical theory-constitutive, (f) to quantify linguistic metaphors (metaphoric expressions) in each didactic sequence, (g) to discuss and analyze the data. The results showed that there is an expressive amount of conceptual and systematic/discursive metaphors in the data, some of them, even being manifested in more than one video lesson. Some of these metaphors showed a close relationship with the topic of the class in which they were manifested, thus pointing to ways of conceptualizing scientific concepts. In addition, we verified regularities between the textual patterns through which they appeared in the discourse and their degree of novelty or conventionality. At the same time, the quantitative results demonstrated that the didactic sequences most profitable to the metaphorical manifestation are the explanation, the agenda management and the didactic sequence denominated others. The last observation is that there was a strong relationship between metaphors and the explanation of scientific concepts and, from this, the use of metaphors is configured as an efficient teaching tool/strategy. | en |
