Navegando por Palavras-chave "Enunciation"
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- ItemSomente MetadadadosA Concepção Dialógica Discursiva Da Linguagem Na Leitura De Charges No Ensino Médio(Universidade Federal de São Paulo (UNIFESP), 2017-03-23) Saldao, Fabiola Maciel [UNIFESP]; Caretta, Alvaro Antonio [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)As a genre of visual aspect, the cartoon has called attention of teachers and researchers. Found in the media, usually in newspapers and magazine cartoon is a genre that involves communication and aspects that permeate society in some aspects like: reflective, politics, ironic and critical. These elements contribute to the cartoon is an interesting object of analysis for discursive studies, in particular to understand how the senses are built in the speech. The central objective is to understand the difficulties in how to read in a dialogical perspective of multimodal discourse genre cartoon and propose reading activities that provide the student build through dialogues in reading the cartoon. The search will be performed from the application of a sequence of reading activities of cartoons with a group of ten students of the first year of high school of a State public school teaching, note the difficulties presented in the development of this sequence of activities and also from the reflection on the proposal for a more intimate work with the genre cartoon in Portuguese language classes. With respect to the theoretical basis, we first reflection on the vision of language as social practice, for we consider that this view permeates the entire process of reading and in speeches. To compose our theoretical framework in the worth of authors who see the language for a dialogical perspective of discursive Bakhtin ((2009, 2010 e 2011),), Brait (2006, 2013 and 2014), Sobral (2009), Rodrigues (2005), Faraco (2009) and Puzzo (2012), among others. Authors that discuss about the language of comics and the elements that constitute the genus multimodal discourse cartoon Romualdo (2000), Flowers (2002), Gonçalves (2015), Ramos (2010) and Teixeira (2005). Authors that deal with the image in discursive genres, as well as the multimodality of Kree and Van Lewen (2002) and in the design of form of Visuality studied by Brait (2014), Baronas (2013) and Puzzo (2012). And finally, the authors about the teaching/learning of Portuguese language and the dialogue with the theory of discursive genres Rojo (2009, 2012), Sh (2005), Dionísio (2011), Freire (1988), Cope and Kalantzis (1996), and the official documents PCNEMs (2010) and OCEMs (2006). To get the results we adopted as a methodological option action research and traditional techniques of data collection in qualitative research the questionnaires. The pedagogy of multiliteracy (NLG, 1996; Cope, KALANTZIS, 2006; 2009) guides the design of reading workshops cartoons considering the dialogical perspective of discursive language and characteristics of multimodal discourse genre cartoon. In this sense the survey results revealed that students, by using the multimodal discourse genre cartoon in the classroom, they might explore a very detailed and very close to the genre, using clues that have become prominent each workshop held and each proposed activity. The sense built in reading the elements already stereotyped in the media and in society. The analysis also revealed that the language actions guided the teaching process learning in this research, because, through them students interacted and trained to build critical analysis of use and importance of multimodal discourse genre cartoon.
- ItemAcesso aberto (Open Access)Enunciação e atividade de linguagem. O substantivo comum: estudo de caso e propostas com vistas à prática de ensino(Universidade Federal de São Paulo (UNIFESP), 2020-09-09) Fujisaka, Larissa Cella Hirai [UNIFESP]; Lopes, Marcia Cristina Romero [UNIFESP]; Universidade Federal de São PauloEnrolled in the field of Enunciation Linguistics, this work aims to analyze the enunciative functioning of the KEY noun in Brazilian Portuguese, and thus contribute to studies focused on the enunciative base linguistic description and the (re) thinking of teaching practices in what it concerns the class of nouns. For this, we propose to retrace, in the linguistic system, regularities of functioning specific to the language activity that, constituting the semantics of the form to be analyzed, support different values in its different uses. The search for such regularities in its developments leads to a reexamination of semantic properties that are commonly attributed to it. From this point of view, the study aims to better understand the potential referencing of the noun, more specifically, how its own semantism allows to understand, on the one hand, the different values it acquires when enunciating, on the other, the ways in which these values are established in relation to the context. This results in a more in-depth examination of the subclassification of the semantic base of concrete-abstract, commonly grounded in traces of vocabulary meaning to be subverted or not in the discursive process. The investigation has as a theoretical-methodological framework the Theory of Predicative and Enunciative Operations, with emphasis on the studies of Franckel (2002), De Vogüé, Franckel and Paillard (2011) and De Vogüé (2013), which deal with issues related to semantic identity and principles of variation in languages from the perspective of the enunciative approach in question.
- ItemAcesso aberto (Open Access)Léxico e enunciação: a conceitualização do substantivo concreto. Questões para o ensino de línguas(Universidade Federal de São Paulo (UNIFESP), 2020-12-07) Francisconi, Leonam Ricardo Alcantara [UNIFESP]; Lopes, Marcia Cristina Romero [UNIFESP]; Universidade Federal de São PauloFunctionalist studies of the last decades, in particular by Camacho, Dall'Aglio Hattnher & Gonçalves (2014), differ from what is recurring found in grammar reference books, by classifying nouns by their potential on being a referring expression. Thus, the referential potential of the noun is what activates its naming and referencing functions. However, in this classification, there is still a sense that it is inherent concerning the lexical unity. In the present study, according to the precepts of the Theory of Predicative and Enunciative Operations, we bring another conception for the sense of linguistic units. This conception is constructed by the main interactions observed in the enunciation. For this purpose, we take the noun ‘faca’, from Brazilian Portuguese lexical as an object of study. It is commonly categorized as a concrete noun, in order to comprehend the regularities that support the unit's referential potential, its functions of naming and referencing, as well as if it is open to possible conceiving it as a representative of this category. It is also intended to verify how the integration of the unit takes place in a sentence sustained by the process of constructing meanings. For such, we are examining, on the one hand, how the semantic specification of the verbal context by the noun occurs, and, on the other hand, how other constitutive elements in the same context may give determinations to the noun. In this particular case, we expect to explain accurately the processes of semantic variation, which is proper to the noun under analysis, in order to conceptualize it for theoretical and applied purposes in the field of language teaching.
- ItemAcesso aberto (Open Access)Léxico e enunciação: contribuições para o ensino do substantivo(Universidade Federal de São Paulo (UNIFESP), 2020-11-18) Silva, Crislaine De Lira [UNIFESP]; Lopes, Marcia Cristina Romero [UNIFESP]; Universidade Federal de São PauloThis research aims to reflect on the polysemy proper to the noun “PORTA” in Brazilian Portuguese, considering whether the theoretical-methodological framework of the Theory of Enunciative Operations (CULIOLI, 1990, 1999a, 1999b), for which the meaning is constructed by the verbal material that gives it body, i.e. by statements organized according to notional, syntactic and intonative rules. The study begins with a review of how grammars inscribed in the normative and functionalist strands contribute to the dense discussion about the possibilities of semantic variation of the noun. The purpose is to verify how such strands approach the semanticism of the linguistic unit so that, in continuity, it is presented the way in which our theoretical-methodological framework addresses the semantic identity of the noun we analyzed from the perspective of an invariant enunciative functioning that sustains it. The discussion directed to the constitutive aspects of semanticism of the noun aims, in a second moment, to rethink the presentation of semantically based subclassifications found in different grammars for pedagogical purposes. In the constitution of the corpus, we used examples extracted from secondary research sources, such as the recognized lexicographic sources, such as the dictionaries Aurélio and Houaiss (2001), after a thorough analysis, it is evident that the variation of the term stems from the inherent semantic identity, its construction in several statements based on variable parameters that support the representation of access-block between two domains.