Multimodalidade e contexto na leitura de textos charge
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23427 |
Resumo: | With the popularization of the internet and digital technologies, communication becomes increasingly plural, varied, multimodal. The interaction between words and images expands the traditional notion of text and adds aspects such as images and colors, which demand a new way of reading. Therefore, this dissertation, linked to the line of research Text And Discourse in Oral and Written Modalities PUC-SP, has the theme of reading cartoons, understood as a genre of multimodal text, whose meaning is completed in the interaction between words and images. This genre attracts the attention of the reader due to the dynamic and humorous way in which it critically addresses the themes that move the country's political and social life. Furthermore, it is widely used in schools and in national exams and entrance exams, although textbooks do not indicate a specific metalanguage for reading cartoons. Due to this gap, the general objective is to contribute to linguistic studies about textual multimodality. As specific objectives, we chose: to verify how the multimodal textual composition, according to GDV, can contribute to the teaching of reading multimodal texts at school; examine the cognitive, social and language contexts in the construction of meaning when reading a journalistic cartoon; investigate how the cartoon builds ideological meanings for the text. The theoretical support that underlies this work and provides guidelines for the analysis of the corpus is based on the Grammar of Visual Design (GDV), by KRESS and van LEEUWEN (2006) and the Theory of Contexts by TEUN A. VAN DIJK (2012). The results indicate that the reading of the multimodal text requires analysis of the imagery landscape, as well as the contexts of the text. Therefore, the reading methodology employed in this study can be used to teach reading multimodal texts to which readers are exposed every day |
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Silveira, Regina Celia Pagliuchi dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8337519Z1Souza, Lídia Lerbach de2021-01-19T12:51:33Z2020-11-17Souza, Lídia Lerbach de. Multimodalidade e contexto na leitura de textos charge. 2020. 106 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23427With the popularization of the internet and digital technologies, communication becomes increasingly plural, varied, multimodal. The interaction between words and images expands the traditional notion of text and adds aspects such as images and colors, which demand a new way of reading. Therefore, this dissertation, linked to the line of research Text And Discourse in Oral and Written Modalities PUC-SP, has the theme of reading cartoons, understood as a genre of multimodal text, whose meaning is completed in the interaction between words and images. This genre attracts the attention of the reader due to the dynamic and humorous way in which it critically addresses the themes that move the country's political and social life. Furthermore, it is widely used in schools and in national exams and entrance exams, although textbooks do not indicate a specific metalanguage for reading cartoons. Due to this gap, the general objective is to contribute to linguistic studies about textual multimodality. As specific objectives, we chose: to verify how the multimodal textual composition, according to GDV, can contribute to the teaching of reading multimodal texts at school; examine the cognitive, social and language contexts in the construction of meaning when reading a journalistic cartoon; investigate how the cartoon builds ideological meanings for the text. The theoretical support that underlies this work and provides guidelines for the analysis of the corpus is based on the Grammar of Visual Design (GDV), by KRESS and van LEEUWEN (2006) and the Theory of Contexts by TEUN A. VAN DIJK (2012). The results indicate that the reading of the multimodal text requires analysis of the imagery landscape, as well as the contexts of the text. Therefore, the reading methodology employed in this study can be used to teach reading multimodal texts to which readers are exposed every dayCom a popularização da internet e das tecnologias digitais, a comunicação torna-se cada vez mais plural, variada, multimodal. A interação entre palavras e imagens amplia a noção tradicional de texto e agrega aspectos como imagens e cores, que demandam uma nova forma de leitura. Por isso, esta dissertação, vinculada à linha de pesquisa Texto e discurso nas modalidades oral e escrita PUC-SP, tem por tema a leitura de charges, entendidas como um gênero de texto multimodal, cujo sentido se completa na interação entre palavras e imagens. Esse gênero atrai a atenção do leitor pelo modo dinâmico e bem-humorado com que aborda criticamente os temas que movimentam a vida política e social do país. Ademais, é bastante utilizado no âmbito escolar e nos exames e vestibulares nacionais, embora os manuais didáticos não apontem uma metalinguagem específica para a leitura de charges. Em virtude dessa lacuna, o objetivo geral é contribuir com os estudos linguísticos acerca da multimodalidade textual. Como objetivos específicos, elegemos: verificar como a composição textual multimodal, segundo a GDV, pode contribuir para o ensino da leitura de textos multimodais na escola; examinar os contextos cognitivo, social e de linguagem na construção de sentido durante a leitura de uma charge jornalística; investigar como o caricatural constrói sentidos ideológicos para o texto. O aporte teórico que fundamenta este trabalho e fornece as diretrizes para análise do corpus tem por base a Gramática do Design Visual (GDV), de KRESS e van LEEUWEN (2006) e a Teoria dos Contextos de TEUN A. VAN DIJK (2012). Os resultados indicam que a leitura do texto multimodal requer a análise da paisagem imagética, bem como dos contextos do texto. Portanto, a metodologia de leitura empregada neste estudo pode ser empregada no ensino da leitura de textos multimodais aos quais os leitores são expostos todos os diasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53010/L%c3%addia%20Lerbach%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesLeituraMultimodalidadeGramática do Design Visual - GDVTeoria dos contextosReadingMultimodalityGrammar of Visual Design - GDVTheory of contextsCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAMultimodalidade e contexto na leitura de textos chargeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLídia Lerbach de Souza.pdf.txtLídia Lerbach de Souza.pdf.txtExtracted texttext/plain206297https://repositorio.pucsp.br/xmlui/bitstream/handle/23427/4/L%c3%addia%20Lerbach%20de%20Souza.pdf.txtbfb1f28dff452b6f93d2c9e2adffd62aMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Multimodalidade e contexto na leitura de textos charge |
title |
Multimodalidade e contexto na leitura de textos charge |
spellingShingle |
Multimodalidade e contexto na leitura de textos charge Souza, Lídia Lerbach de Leitura Multimodalidade Gramática do Design Visual - GDV Teoria dos contextos Reading Multimodality Grammar of Visual Design - GDV Theory of contexts CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
Multimodalidade e contexto na leitura de textos charge |
title_full |
Multimodalidade e contexto na leitura de textos charge |
title_fullStr |
Multimodalidade e contexto na leitura de textos charge |
title_full_unstemmed |
Multimodalidade e contexto na leitura de textos charge |
title_sort |
Multimodalidade e contexto na leitura de textos charge |
author |
Souza, Lídia Lerbach de |
author_facet |
Souza, Lídia Lerbach de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silveira, Regina Celia Pagliuchi da |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8337519Z1 |
dc.contributor.author.fl_str_mv |
Souza, Lídia Lerbach de |
contributor_str_mv |
Silveira, Regina Celia Pagliuchi da |
dc.subject.por.fl_str_mv |
Leitura Multimodalidade Gramática do Design Visual - GDV Teoria dos contextos |
topic |
Leitura Multimodalidade Gramática do Design Visual - GDV Teoria dos contextos Reading Multimodality Grammar of Visual Design - GDV Theory of contexts CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Reading Multimodality Grammar of Visual Design - GDV Theory of contexts |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
With the popularization of the internet and digital technologies, communication becomes increasingly plural, varied, multimodal. The interaction between words and images expands the traditional notion of text and adds aspects such as images and colors, which demand a new way of reading. Therefore, this dissertation, linked to the line of research Text And Discourse in Oral and Written Modalities PUC-SP, has the theme of reading cartoons, understood as a genre of multimodal text, whose meaning is completed in the interaction between words and images. This genre attracts the attention of the reader due to the dynamic and humorous way in which it critically addresses the themes that move the country's political and social life. Furthermore, it is widely used in schools and in national exams and entrance exams, although textbooks do not indicate a specific metalanguage for reading cartoons. Due to this gap, the general objective is to contribute to linguistic studies about textual multimodality. As specific objectives, we chose: to verify how the multimodal textual composition, according to GDV, can contribute to the teaching of reading multimodal texts at school; examine the cognitive, social and language contexts in the construction of meaning when reading a journalistic cartoon; investigate how the cartoon builds ideological meanings for the text. The theoretical support that underlies this work and provides guidelines for the analysis of the corpus is based on the Grammar of Visual Design (GDV), by KRESS and van LEEUWEN (2006) and the Theory of Contexts by TEUN A. VAN DIJK (2012). The results indicate that the reading of the multimodal text requires analysis of the imagery landscape, as well as the contexts of the text. Therefore, the reading methodology employed in this study can be used to teach reading multimodal texts to which readers are exposed every day |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-11-17 |
dc.date.accessioned.fl_str_mv |
2021-01-19T12:51:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Souza, Lídia Lerbach de. Multimodalidade e contexto na leitura de textos charge. 2020. 106 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23427 |
identifier_str_mv |
Souza, Lídia Lerbach de. Multimodalidade e contexto na leitura de textos charge. 2020. 106 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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https://tede2.pucsp.br/handle/handle/23427 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
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PUC-SP |
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Brasil |
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Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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