Significando o conquistador e o indígena: uma análise enunciativa de livro didático
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/12346 |
Resumo: | Since 1940, textbook has been the most used teaching material in Brazilian schools and that made it a focus for public politics of this kind of material and for the scientific research world. Concerning to these areas, there are many discussions about the quality of textbooks, and textbooks evaluation materials from the government has pointed out discussions about the fragility of some contents in teaching materials. Contents about indigenous people, which, recently inserted in textbooks, still have gaps as the indigenous representation, especially in colonization contents. Because of that, this paper aims to analyze enunciatively the designation of the word indigenous in Brazilian colonization contents, presented in the elementary school textbook Projeto Araribá História (a collection often chosen by schools and that has taken a leading position in sales). The National Didactic Book and Material Program, created in Brazil, selected this textbook to be used from 2017 to 2019 in Brazilian schools. Due the selected content for the analysis, it became relevant also to study the designation of the word conqueror, considering the strong relation between the colonizer and the indigenous representation in this content. These analyses aims to reflect on the meaning of these expressions, investigating whether one term imply to the other one. For this, as theoretical and methodological support, it is used some concepts from Enunciation Semantics, such as rewriting, Semantic Domain of Determination, enunciative scene and memorable, developed by Eduardo Guimarães; and the concepts of nominal structures and enunciative pertinence, developed by Luiz Francisco Dias. The procedures for the analysis were: to survey the utterances; next, for each term, to identify the relations that constitute the Semantic Domain of Determination; than to descript the enunciative scene and the memorable presented in the utterances. The analyses were divided in two parts, one for each term. They showed that the term conqueror is designated as the one who conquer a territory by dominating and subduing some people, but this sense is made by the legitimation of Portuguese domination memorable. This memorable puts the colonizers in a superiority position. In the analyses of the term conqueror, the word indigenous already means something through the silencing of indigenous people in the colonization history that is told in the textbooks. This word also means because of the conquered image that the conqueror presumes for indigenous. In the utterances that indigenous appear, this word is designated as native, first inhabitant. This expression also designates savage, the one who has to be civilized. However, this sense builds itself when the historian social position of the enunciation presents, not his saying, but another from European colonizers. From this thought about the senses mobilized by the terms, it is possible to affirm that, although the textbook tries to break a traditional European perspective off to see the colonization in Brazil, this still means through the discovering of Brazil memorable in this textbook enunciation. Therefore, this manual still has a Eurocentric discourse. |
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Freitas, Bárbara de SouzaSilva, Soeli Maria Schreiber dahttp://lattes.cnpq.br/8794598988783452http://lattes.cnpq.br/9310293874906050c9eeed82-d7f7-42f5-ad8e-aef744e8fe922020-03-19T13:10:16Z2020-03-19T13:10:16Z2020-02-18FREITAS, Bárbara de Souza. Significando o conquistador e o indígena: uma análise enunciativa de livro didático. 2020. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12346.https://repositorio.ufscar.br/handle/ufscar/12346Since 1940, textbook has been the most used teaching material in Brazilian schools and that made it a focus for public politics of this kind of material and for the scientific research world. Concerning to these areas, there are many discussions about the quality of textbooks, and textbooks evaluation materials from the government has pointed out discussions about the fragility of some contents in teaching materials. Contents about indigenous people, which, recently inserted in textbooks, still have gaps as the indigenous representation, especially in colonization contents. Because of that, this paper aims to analyze enunciatively the designation of the word indigenous in Brazilian colonization contents, presented in the elementary school textbook Projeto Araribá História (a collection often chosen by schools and that has taken a leading position in sales). The National Didactic Book and Material Program, created in Brazil, selected this textbook to be used from 2017 to 2019 in Brazilian schools. Due the selected content for the analysis, it became relevant also to study the designation of the word conqueror, considering the strong relation between the colonizer and the indigenous representation in this content. These analyses aims to reflect on the meaning of these expressions, investigating whether one term imply to the other one. For this, as theoretical and methodological support, it is used some concepts from Enunciation Semantics, such as rewriting, Semantic Domain of Determination, enunciative scene and memorable, developed by Eduardo Guimarães; and the concepts of nominal structures and enunciative pertinence, developed by Luiz Francisco Dias. The procedures for the analysis were: to survey the utterances; next, for each term, to identify the relations that constitute the Semantic Domain of Determination; than to descript the enunciative scene and the memorable presented in the utterances. The analyses were divided in two parts, one for each term. They showed that the term conqueror is designated as the one who conquer a territory by dominating and subduing some people, but this sense is made by the legitimation of Portuguese domination memorable. This memorable puts the colonizers in a superiority position. In the analyses of the term conqueror, the word indigenous already means something through the silencing of indigenous people in the colonization history that is told in the textbooks. This word also means because of the conquered image that the conqueror presumes for indigenous. In the utterances that indigenous appear, this word is designated as native, first inhabitant. This expression also designates savage, the one who has to be civilized. However, this sense builds itself when the historian social position of the enunciation presents, not his saying, but another from European colonizers. From this thought about the senses mobilized by the terms, it is possible to affirm that, although the textbook tries to break a traditional European perspective off to see the colonization in Brazil, this still means through the discovering of Brazil memorable in this textbook enunciation. Therefore, this manual still has a Eurocentric discourse.O livro didático, desde a década de 1940, vem sendo o material didático mais utilizado nas escolas brasileiras e isso fez dele alvo de atenção no que consiste às políticas públicas de livro didático, e ao mundo da pesquisa científica. Em relação a esses dois ramos, muito se tem discutido sobre a qualidade dos manuais e os materiais oferecidos pelo Estado para avaliação desses livros têm pontuado a fragilidade com que alguns temas ainda são discutidos nos livros didáticos. Uma dessas temáticas é a indígena, que inserida nos materiais didáticos há pouco tempo, ainda possui lacunas quanto à representação do povo indígena, sobretudo em conteúdos sobre colonização. Em virtude disso, este trabalho tem como objetivo principal analisar enunciativamente a designação da palavra indígena em conteúdos sobre colonização do Brasil no livro didático Projeto Araribá História (coleção frequentemente selecionada pelas escolas e que já assumiu posição de liderança em vendas), do 7º ano, selecionado pelo Programa Nacional do Livro e do Material Didático – PNLD para ser utilizado nas escolas nos anos de 2017, 2018 e 2019. Por conta do conteúdo selecionado para análise, tornou-se relevante estudar também a designação do termo conquistador, considerando a forte relação estabelecida entre o colonizador e a representação do indígena nesse conteúdo. Essas análises visam apresentar reflexões sobre os sentidos desses termos, investigando se existe uma implicação no sentido de um sobre o outro. Para isso, como aporte teórico-metodológico, utilizam-se conceitos da Semântica da Enunciação, sendo eles, principalmente, o de reescrituração, Domínio Semântico de Determinação – DSD, cena enunciativa e memorável, desenvolvidos por Eduardo Guimarães; e também os conceitos de formação nominal – FN e pertinência enunciativa, desenvolvidos por Luiz Francisco Dias. A análise se deu a partir dos seguintes procedimentos: foram selecionados os enunciados por meio do procedimento de sondagem; em seguida, para cada termo em estudo, foram identificadas as relações que constituem o DSD e foram descritos a cena enunciativa e os memoráveis presentes nesses enunciados, tendo sido, portanto, a análise dividida em duas partes, cada uma referente à análise de um termo. Essas análises mostraram que o termo conquistador é designado como aquele que conquista um território pela dominação e subjugação de um povo, mas esse sentido se constitui sob o memorável da legitimação da dominação portuguesa, que confere uma posição de superioridade ao colonizador. Nas análises desse termo, indígena já começa a significar por meio do seu apagamento na história contada sobre a colonização e na imagem de conquistado que conquistador já presume. Nos enunciados em que a palavra indígena aparece, este termo é designado como nativo, primeiro habitante. Essa expressão designa também selvagem, o que precisa ser civilizado, mas este sentido se constitui por meio da apresentação do dizer dos europeus colonizadores no dizer do alocutor-historiador que se constitui na enunciação. A partir da reflexão sobre os sentidos mobilizados pelos termos, pode-se afirmar que, embora o livro didático tente se desvencilhar de uma perspectiva tradicional eurocêntrica de perceber a colonização do Brasil, esta ainda é significada pelo memorável do descobrimento do Brasil na enunciação do manual e, portanto, ainda carrega um discurso eurocêntrico.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: código de financiamento - 001porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Linguística - PPGLUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessLivro didáticoIndígenaConquistadorSemântica da enunciaçãoTextbookIndigenousConquerorEnunciation semanticsLINGUISTICA, LETRAS E ARTES::LINGUISTICALINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICASignificando o conquistador e o indígena: uma análise enunciativa de livro didáticoMeaning of conqueror and indigenous: a enunciative analysis of textbookinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006003f1cb796-5886-43a9-b53f-e56b61a6ecb9reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALVERSÃO FINAL_Bárbara Freitas.pdfVERSÃO FINAL_Bárbara Freitas.pdfVersão final da dissertação corrigida conforme sugestões da banca de defesa.application/pdf1354688https://repositorio.ufscar.br/bitstream/ufscar/12346/1/VERS%c3%83O%20FINAL_B%c3%a1rbara%20Freitas.pdf6d7cd2d663535ed86102c4dd83c2f1edMD51Carta do Orientador.pdfCarta do Orientador.pdfCarta comprovante do orientador, aprovando as correções finais da dissertação.application/pdf233662https://repositorio.ufscar.br/bitstream/ufscar/12346/2/Carta%20do%20Orientador.pdf89fdf3bc9edc64a91326d3b68a336642MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/12346/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTVERSÃO FINAL_Bárbara Freitas.pdf.txtVERSÃO FINAL_Bárbara Freitas.pdf.txtExtracted texttext/plain223608https://repositorio.ufscar.br/bitstream/ufscar/12346/4/VERS%c3%83O%20FINAL_B%c3%a1rbara%20Freitas.pdf.txt38560165841f5fefba13397f5ca34437MD54Carta do Orientador.pdf.txtCarta do Orientador.pdf.txtExtracted texttext/plain24https://repositorio.ufscar.br/bitstream/ufscar/12346/6/Carta%20do%20Orientador.pdf.txt6bbcb603222dffc0cbb11147cfe9c833MD56THUMBNAILVERSÃO FINAL_Bárbara Freitas.pdf.jpgVERSÃO FINAL_Bárbara Freitas.pdf.jpgIM Thumbnailimage/jpeg10003https://repositorio.ufscar.br/bitstream/ufscar/12346/5/VERS%c3%83O%20FINAL_B%c3%a1rbara%20Freitas.pdf.jpg3b12a46e4e0ea557d4a9cbfccfa984e8MD55Carta do Orientador.pdf.jpgCarta do Orientador.pdf.jpgIM Thumbnailimage/jpeg12272https://repositorio.ufscar.br/bitstream/ufscar/12346/7/Carta%20do%20Orientador.pdf.jpg68b38f8525b9ead85ad310d9315381dfMD57ufscar/123462023-09-18 18:31:51.786oai:repositorio.ufscar.br:ufscar/12346Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:51Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
dc.title.alternative.eng.fl_str_mv |
Meaning of conqueror and indigenous: a enunciative analysis of textbook |
title |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
spellingShingle |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático Freitas, Bárbara de Souza Livro didático Indígena Conquistador Semântica da enunciação Textbook Indigenous Conqueror Enunciation semantics LINGUISTICA, LETRAS E ARTES::LINGUISTICA LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
title_short |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
title_full |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
title_fullStr |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
title_full_unstemmed |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
title_sort |
Significando o conquistador e o indígena: uma análise enunciativa de livro didático |
author |
Freitas, Bárbara de Souza |
author_facet |
Freitas, Bárbara de Souza |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9310293874906050 |
dc.contributor.author.fl_str_mv |
Freitas, Bárbara de Souza |
dc.contributor.advisor1.fl_str_mv |
Silva, Soeli Maria Schreiber da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8794598988783452 |
dc.contributor.authorID.fl_str_mv |
c9eeed82-d7f7-42f5-ad8e-aef744e8fe92 |
contributor_str_mv |
Silva, Soeli Maria Schreiber da |
dc.subject.por.fl_str_mv |
Livro didático Indígena Conquistador Semântica da enunciação |
topic |
Livro didático Indígena Conquistador Semântica da enunciação Textbook Indigenous Conqueror Enunciation semantics LINGUISTICA, LETRAS E ARTES::LINGUISTICA LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
dc.subject.eng.fl_str_mv |
Textbook Indigenous Conqueror Enunciation semantics |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA |
description |
Since 1940, textbook has been the most used teaching material in Brazilian schools and that made it a focus for public politics of this kind of material and for the scientific research world. Concerning to these areas, there are many discussions about the quality of textbooks, and textbooks evaluation materials from the government has pointed out discussions about the fragility of some contents in teaching materials. Contents about indigenous people, which, recently inserted in textbooks, still have gaps as the indigenous representation, especially in colonization contents. Because of that, this paper aims to analyze enunciatively the designation of the word indigenous in Brazilian colonization contents, presented in the elementary school textbook Projeto Araribá História (a collection often chosen by schools and that has taken a leading position in sales). The National Didactic Book and Material Program, created in Brazil, selected this textbook to be used from 2017 to 2019 in Brazilian schools. Due the selected content for the analysis, it became relevant also to study the designation of the word conqueror, considering the strong relation between the colonizer and the indigenous representation in this content. These analyses aims to reflect on the meaning of these expressions, investigating whether one term imply to the other one. For this, as theoretical and methodological support, it is used some concepts from Enunciation Semantics, such as rewriting, Semantic Domain of Determination, enunciative scene and memorable, developed by Eduardo Guimarães; and the concepts of nominal structures and enunciative pertinence, developed by Luiz Francisco Dias. The procedures for the analysis were: to survey the utterances; next, for each term, to identify the relations that constitute the Semantic Domain of Determination; than to descript the enunciative scene and the memorable presented in the utterances. The analyses were divided in two parts, one for each term. They showed that the term conqueror is designated as the one who conquer a territory by dominating and subduing some people, but this sense is made by the legitimation of Portuguese domination memorable. This memorable puts the colonizers in a superiority position. In the analyses of the term conqueror, the word indigenous already means something through the silencing of indigenous people in the colonization history that is told in the textbooks. This word also means because of the conquered image that the conqueror presumes for indigenous. In the utterances that indigenous appear, this word is designated as native, first inhabitant. This expression also designates savage, the one who has to be civilized. However, this sense builds itself when the historian social position of the enunciation presents, not his saying, but another from European colonizers. From this thought about the senses mobilized by the terms, it is possible to affirm that, although the textbook tries to break a traditional European perspective off to see the colonization in Brazil, this still means through the discovering of Brazil memorable in this textbook enunciation. Therefore, this manual still has a Eurocentric discourse. |
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2020 |
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2020-03-19T13:10:16Z |
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2020-03-19T13:10:16Z |
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2020-02-18 |
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FREITAS, Bárbara de Souza. Significando o conquistador e o indígena: uma análise enunciativa de livro didático. 2020. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12346. |
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https://repositorio.ufscar.br/handle/ufscar/12346 |
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FREITAS, Bárbara de Souza. Significando o conquistador e o indígena: uma análise enunciativa de livro didático. 2020. Dissertação (Mestrado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12346. |
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