A interação autor-aluno no livro didático à luz dos fundamentos da enunciação

• Autor(a) principal: Gomes, Juliana da Silva
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/25547
• topic: livro didático; língua portuguesa; enunciação; enunciador; enunciatário; narrador; narratário; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This very dissertation seeks to characterize, in the light of the enunciation fundamentals, volume 6 of the didactic collection of the Portuguese language, from Projeto Apoema, by linguistics authorsLúcia Teixeira, Karla Faria, Silvia Maria de Sousa, published by Editora do Brasil in 2013. We have chosen the textbook as an object of our study, as far as we are interested in issues that are related to general language teaching and in particular to the teaching of the Portuguese language. The textbook is undoubtedly an influential tool in this teaching and, often, the main structural element in classes. Therefore, unveiling their "secrets" always helps to give the teacher a more accurate look at his work. Our study will give special attention to two structure levels of the referred book: the form of interaction of the author/authors with the student/students and work with selected texts for each unit of the book. The analysis will have a general goal and six specific objectives. The overall objective is to seek the global enunciative setting of the book. And the specific objectives are: a) identifying the speaker, to verify if he comes in first or third person and,hence,defining the effects of meaning that may result from this choice; b) identifying how the narratee is marked in the texts and verifying the effects of meaning that leads from different markings; c) observing if the texts are enunciative or enuncive, explaining the reasons and the consequences that may lead from one choice to another; d) verifying whether the texts are predominantly figurative or thematic and the reasons for either choice; e) analyzing whether, from the point of view of the expression plan, texts are predominantly verbal, syncretic (verbal/nonverbal) or entirely nonverbal, clarifying the reasonsfor these options in the context of the analyzed units and the work as a whole; f) verifying if the texts are marked by features that are leading to oral effects, defining the relevance of these effects throughout the book. We believe that by achieving these goals we will havethe global enunciative setting of the book, which, according to the authors themselves, aims to "challenge the reader to discover the richness of language and the meaning it gives to the world".