A Recepção Leitora nas Diversas Linguagens de O Caçador de Pipas: do romance à HQ e ao filme
Data
2020-01-20
Autores
Silva, Marinete Tavares Caputo
Orientadores
Ghirardi, Ana Luiza Ramazzina
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa tem como objetivo investigar, por meio da análise dos dados obtidos em questionários, (aplicados em diferentes etapas do processo: Pré-leitura, Hábitos de Leitura e Entendimento do Texto), a recepção leitora das diversas linguagens derivadas do processo de intermidialidade entre o romance O caçador de pipas de Khaled Hosseini (2005), a HQ homônima (Hosseini, 2011) e o filme homônimo com direção de Marc Forster (2008). O público alvo leitor é formado por um grupo de estudantes do Ensino Médio (uma turma de 25 alunos do 2º ano de uma escola da rede pública estadual). Por meio da aplicação de uma Sequência Didática, pretende-se verificar como se dá o entendimento e a interpretação das diversas manifestações linguísticas características de cada mídia em questão. As artes e suas respectivas linguagens são apresentadas e tratadas de diversas maneiras no ambiente escolar e, cada vez mais, a intermidialidade entendida, neste caso, como um “cruzamento de fronteiras entre mídias” (CLÜVER, 2011) vem se consolidando como um dos recursos metodológicos aplicados em sala de aula. Através de novas mídias, busca-se atingir diferentes perfis de estudantes, os quais estão inseridos em um contexto de multiplicidade linguística e semiótica. Dessa maneira, a pesquisa estuda a recepção da leitura e seus efeitos, associando os aspectos da interpretação por meio de linguagem verbal e não verbal - da multimodalidade presente neste processo. Ao observar a diversificação de entendimento e de interpretação que resultaram do encontro do leitor/receptor com o romance, os quadrinhos e o filme, respectivamente, ressalta-se a importância deste processo para o ensino-aprendizagem, assim como a relevância dos efeitos intermidiais para a Educação. A referência teórica tem como base os fundamentos da recepção leitora de Vincent Jouve (2002), questões de midialidade de Lars Elleström (2017), estudos sobre a competência leitora de Maingueneau (2013) e questões de intermidialidade de Clüver (2011).
Through the analysis of data gathered from surveys (done during different stages of Pre-reading, Reading Habits, and Reading comprehension), this research aims to analyze the reader’s reception of the several languages coming from the inter-relation between the novel The Kite Runner, by Khaled Hosseini (2005), and the homonymous comic book (Hosseini, 2011), and movie (directed by Marc Forster, 2008). The reading audience is composed of a group of twenty-five 2nd year public high school students. The implementation of the Teaching Plan aims at understanding the interpretation strategies applied to the several linguistic manifestations associated to each medium. The languages of Art are variously introduced and studied in school today; as a consequence, intermediality, “a cross between different media1 ” (CLÜVER, 2011), has gained methodological importance as a classroom resource. The use of new media may allow to reach students used to a context of linguistic and semiotics multiplicity. This research will study the reception of the reading process and its effects when verbal and nonverbal language are associated, i.e. the multimodality present in this process. By observing the diverse forms of understanding and of interpretation which result from the encounter between reader/receiver and the novel, the comic book, and the movie, it is possible to observe not only the importance of intermediality for teaching and learning, but also the relevance of intermediality in educational isntitutions as a whole. The main theoretical references are Vincent Jouve’s work (2002) on reader’s reception; Lars Elleström’s (2017) on mediality; Maingueneau’s (2013) on reading competency; and Clüver’s (2011) on intermediality.
Through the analysis of data gathered from surveys (done during different stages of Pre-reading, Reading Habits, and Reading comprehension), this research aims to analyze the reader’s reception of the several languages coming from the inter-relation between the novel The Kite Runner, by Khaled Hosseini (2005), and the homonymous comic book (Hosseini, 2011), and movie (directed by Marc Forster, 2008). The reading audience is composed of a group of twenty-five 2nd year public high school students. The implementation of the Teaching Plan aims at understanding the interpretation strategies applied to the several linguistic manifestations associated to each medium. The languages of Art are variously introduced and studied in school today; as a consequence, intermediality, “a cross between different media1 ” (CLÜVER, 2011), has gained methodological importance as a classroom resource. The use of new media may allow to reach students used to a context of linguistic and semiotics multiplicity. This research will study the reception of the reading process and its effects when verbal and nonverbal language are associated, i.e. the multimodality present in this process. By observing the diverse forms of understanding and of interpretation which result from the encounter between reader/receiver and the novel, the comic book, and the movie, it is possible to observe not only the importance of intermediality for teaching and learning, but also the relevance of intermediality in educational isntitutions as a whole. The main theoretical references are Vincent Jouve’s work (2002) on reader’s reception; Lars Elleström’s (2017) on mediality; Maingueneau’s (2013) on reading competency; and Clüver’s (2011) on intermediality.