A metáfora no livro didático: antes e após a avaliação do PNLD
This research, as indicated in its title, has analyzed and described how metaphor is approached in textbooks, before and after the advent of the National Textbook Plan (PNLD, in Portuguese). The corpus of this investigation consisted of fragments of four textbooks: two of them were produced befor...
| Autor principal: | Barbosa, Noelma Oliveira |
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| Idioma: | pt_BR |
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2020
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| Acesso em linha: |
http://hdl.handle.net/11612/1698 |
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ir-11612-1698 |
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ir-11612-16982020-02-19T06:00:59Z A metáfora no livro didático: antes e após a avaliação do PNLD Barbosa, Noelma Oliveira Melo, Márcio Araújo de Metáfora; Sentido; Abordagem; Livro Didático; PNLD; Metaphor; Sense; Approach; Textbook CNPQ::LINGUISTICA, LETRAS E ARTES This research, as indicated in its title, has analyzed and described how metaphor is approached in textbooks, before and after the advent of the National Textbook Plan (PNLD, in Portuguese). The corpus of this investigation consisted of fragments of four textbooks: two of them were produced before PNLD being created and the other two were evaluated and indicated in the scope of that Program. The objective is to answer the following questions: (i) how metaphorical meanings have been and are being incorporated into textbooks and whether their approach contemplates linguistic and cognitive issues or are unilateral, (ii) if now metaphor is, indeed, understood as a strategy of apprehension and construction of meaning, following the advances of theoretical and methodological studies of Language, (iii) which guidelines a book brings, after PNLD‘s evaluation, to the use of metaphorical effects as a didactic strategy in construction of meaning and understanding of other contents. For that, the metaphor was analyzed as (a) theoretical-methodological update, (b) nature of the approach, (c) dialogue between conceptualization and exemplification, (d) level of reflection on metaphor and metaphorical meanings in study of texts and, (e) use of metaphorical concepts in the understanding of other contents of the Portuguese as a subject at schools. Qualitative research of sociohistorical and discursive orientation was adopted as an epistemological and methodological basis, according to the principles of Bakhtin (1929, 1979). The text, seen as a communicative and interactive event, which is constituted by inferential and multimodal elements (MARCUSCHI, 2002, 2008; DIONÍSIO, 2014), was chosen as a unit of analysis, based on assumptions of PCN. It was observed that there was a theoretical-methodological update of metaphor in the textbook, referring to the way it is being conceptualized and exemplified, as well as to the dialogue between these two actions. It was also observed a gradual use of the interactionist approach, emphasizing the dialogue between cognitive and linguistic aspects of metaphor, instead the purely linguistic and ornamental aspect. However, reflection about construction of meanings and use of metaphorical effects as possibilities for understanding of other contents of the language remain far from what the curricular guidelines for the reading process want. Only one of the two current books analyzed brought that reflection. The other, like the two ancient ones, brings an approach to metaphor, in which the morphological or literary aspects of reading still predominate. In other words, the metaphorical inferences are not explored in the textbook in a socio-discursive level assimilated to what the texts offer, whatmay indicate to different variants. Therefore, the changes observed in approach to metaphor in the textbook are conceptual and methodological andfollow the very complexity of this pedagogical support. Those changes are result from the National Curricular Guidelines and other factors, such as the academic reality of its authors and the production conditions of the textbook itself. Essa pesquisa, conforme apontado no título, analisou e descreveu como a metáfora é abordada no Livro Didático (LD) do Ensino Médio, antes e após o advento do Plano Nacional do Livro Didático (PNLD). O corpus da investigação constituiu-se de recortes de quatro LDs, a saber: dois deles foram produzidos em momento anterior ao PNLD e os demais avaliados e indicados no âmbito deste Programa. Por meio da análise do corpus, buscou-se responder às indagações: (i) como os sentidos metafóricos foram e vêm sendo incorporados aos LDs e se sua abordagem contempla questões linguísticas e cognitivas ou são unilaterais, (ii) se a metáfora passou, de fato, a ser entendida nesses manuais como estratégia de apreensão e construção de sentido, acompanhando os avanços dos estudos teóricometodológicos da Língua e, (iii) que orientações o livro traz, após a avaliação do PNLD, para a utilização de efeitos metafóricos enquanto estratégia didática na construção de significação e na compreensão de outros conteúdos. Para tanto, analisou-se a metáfora quanto (a) a atualização teórico-metodológica, (b) a natureza da abordagem, (c) o diálogo entre conceituação e exemplificação, (d) o nível de reflexão sobre a metáfora e a produção dos sentidos metafóricos no estudo de textos e, (e) a utilização dos conceitos metafóricos na compreensão de outros conteúdos da disciplina de Língua Portuguesa. Adotou-se como base epistemológica e metodológica a pesquisa qualitativa de orientação sócio-histórica e discursiva, segundo os princípios de Bakhtin (1929; 1979). O texto, visto como evento comunicativo e interativo, que se constitui por meio de elementos inferenciais e multimodais (MARCUSCHI, 2002, 2008; DIONÍSIO, 2014), foi adotado como unidade de análise, pautado nos pressupostos dos PCN. Observou-se que houve atualização teórico-metodológica da metáfora no LD, referente à maneira como ela está sendo conceituada e exemplificada, bem como ao diálogo entre estas duas ações. Observou-se também uma utilização gradativa da abordagem interacionista, com destaque para o diálogo entre os aspectos cognitivo e linguístico da metáfora, em detrimento do aspecto meramente linguístico e ornamental. A reflexão sobre a construção de sentidos no estudo de textos e a utilização de efeitos metafóricos como possibilidades para a compreensão de outros conteúdos da língua, entretanto, continuam aquém das orientações curriculares para o processo de leitura. Dos dois livros atuais analisados, somente um trouxe essa reflexão; o outro, da mesma forma que os dois antigos, traz uma abordagem à metáfora, em que ainda predominam os aspectos morfológicos e/ou literários da leitura. Ou seja, as inferências metafóricas não são exploradas na leitura, pelo LD, em nível sócio-discursivo equiparado ao que os textos oferecem, e isso pode apontar para diferentes variantes. Logo, as mudanças observadas na abordagem á metáfora, no LD, acompanham a própria complexidade desse suporte pedagógico. São mudanças conceituais e metodológicas, que resultam, além das Diretrizes Curriculares Nacionais, de outros fatores, como a realidade acadêmica de seus autores e as condições de produção do próprio LD. 2020-02-18T17:44:33Z 2020-02-18T17:44:33Z 2017-11-01 BARBOSA, Noelma Oliveira. A metáfora no livro didático: antes e após a avaliação do PNLD.2017. 236f. Dissertação (Mestrado em Letras: ensino de Língua e Literatura) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras: ensino de Língua e Literatura, Araguaína, 2017. http://hdl.handle.net/11612/1698 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Metáfora; Sentido; Abordagem; Livro Didático; PNLD; Metaphor; Sense; Approach; Textbook CNPQ::LINGUISTICA, LETRAS E ARTES |
| spellingShingle |
Metáfora; Sentido; Abordagem; Livro Didático; PNLD; Metaphor; Sense; Approach; Textbook CNPQ::LINGUISTICA, LETRAS E ARTES Barbosa, Noelma Oliveira A metáfora no livro didático: antes e após a avaliação do PNLD |
| topic_facet |
Metáfora; Sentido; Abordagem; Livro Didático; PNLD; Metaphor; Sense; Approach; Textbook CNPQ::LINGUISTICA, LETRAS E ARTES |
| description |
This research, as indicated in its title, has analyzed and described how
metaphor is approached in textbooks, before and after the advent of the National
Textbook Plan (PNLD, in Portuguese). The corpus of this investigation consisted of
fragments of four textbooks: two of them were produced before PNLD being created
and the other two were evaluated and indicated in the scope of that Program. The
objective is to answer the following questions: (i) how metaphorical meanings have
been and are being incorporated into textbooks and whether their approach
contemplates linguistic and cognitive issues or are unilateral, (ii) if now metaphor is,
indeed, understood as a strategy of apprehension and construction of meaning,
following the advances of theoretical and methodological studies of Language, (iii)
which guidelines a book brings, after PNLD‘s evaluation, to the use of metaphorical
effects as a didactic strategy in construction of meaning and understanding of other
contents. For that, the metaphor was analyzed as (a) theoretical-methodological
update, (b) nature of the approach, (c) dialogue between conceptualization and
exemplification, (d) level of reflection on metaphor and metaphorical meanings in
study of texts and, (e) use of metaphorical concepts in the understanding of other
contents of the Portuguese as a subject at schools. Qualitative research of sociohistorical
and discursive orientation was adopted as an epistemological and
methodological basis, according to the principles of Bakhtin (1929, 1979). The text,
seen as a communicative and interactive event, which is constituted by inferential
and multimodal elements (MARCUSCHI, 2002, 2008; DIONÍSIO, 2014), was chosen
as a unit of analysis, based on assumptions of PCN. It was observed that there was a
theoretical-methodological update of metaphor in the textbook, referring to the way it
is being conceptualized and exemplified, as well as to the dialogue between these
two actions. It was also observed a gradual use of the interactionist approach,
emphasizing the dialogue between cognitive and linguistic aspects of metaphor,
instead the purely linguistic and ornamental aspect. However, reflection about
construction of meanings and use of metaphorical effects as possibilities for
understanding of other contents of the language remain far from what the curricular
guidelines for the reading process want. Only one of the two current books analyzed
brought that reflection. The other, like the two ancient ones, brings an approach to
metaphor, in which the morphological or literary aspects of reading still predominate.
In other words, the metaphorical inferences are not explored in the textbook in a
socio-discursive level assimilated to what the texts offer, whatmay indicate to
different variants. Therefore, the changes observed in approach to metaphor in the
textbook are conceptual and methodological andfollow the very complexity of this
pedagogical support. Those changes are result from the National Curricular
Guidelines and other factors, such as the academic reality of its authors and the
production conditions of the textbook itself. |
| author_additional |
Melo, Márcio Araújo de |
| author_additionalStr |
Melo, Márcio Araújo de |
| author |
Barbosa, Noelma Oliveira |
| title |
A metáfora no livro didático: antes e após a avaliação do PNLD |
| title_short |
A metáfora no livro didático: antes e após a avaliação do PNLD |
| title_full |
A metáfora no livro didático: antes e após a avaliação do PNLD |
| title_fullStr |
A metáfora no livro didático: antes e após a avaliação do PNLD |
| title_full_unstemmed |
A metáfora no livro didático: antes e após a avaliação do PNLD |
| title_sort |
metáfora no livro didático: antes e após a avaliação do pnld |
| publishDate |
2020 |
| url |
http://hdl.handle.net/11612/1698 |
| _version_ |
1787134172882534400 |
| score |
11.755432 |