Semiotic and lexical fields: a methodology of approach of the text in the school

Detalhes bibliográficos
Autor(a) principal: Merith-Claras, Sonia
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5504
Resumo: Aiming to contribute to the teaching improvement, concerning the text approach in the primary and secondary education, we have dedicated in the doctorate research, to develop a text approach suggestion as regards reading and linguistics analysis. In this essay, we are presenting a reading lesson suggestion, developed during the intervention process of our research, and applied in an 8th grade class of the secondary education. The theoretical-methodological toll used was the French Semiotics theory, and the text segmentation strategy used was the Lexical fields, a methodology developed by Maurand (1992) and spread in Brazil by Limoli (1997, 2001, 2005). All the activities described in the essay are related to the text “Metonímia, ou a vingança do enganado” a three scene drama, written by Raquel de Queiroz. Our objective, presenting and developing these activities, was to verify the efficiency of the adopted methodology in order to be used by mother language teachers. From the data got during the lessons development, it can be seen that the Semiotics can be an important theoretical-methodological toll to teachers that are working with texts.
id UEL-5_31c5a8992a0dcb91eb8ac5bc5935a906
oai_identifier_str oai:ojs.pkp.sfu.ca:article/5504
network_acronym_str UEL-5
network_name_str Revista Entretextos
repository_id_str
spelling Semiotic and lexical fields: a methodology of approach of the text in the schoolSemiótica e campos lexicais: uma metodologia de abordagem do texto na escolaTeachingReadingSemioticLexical FieldsEnsinoLeituraSemióticaCampos LexicaisAiming to contribute to the teaching improvement, concerning the text approach in the primary and secondary education, we have dedicated in the doctorate research, to develop a text approach suggestion as regards reading and linguistics analysis. In this essay, we are presenting a reading lesson suggestion, developed during the intervention process of our research, and applied in an 8th grade class of the secondary education. The theoretical-methodological toll used was the French Semiotics theory, and the text segmentation strategy used was the Lexical fields, a methodology developed by Maurand (1992) and spread in Brazil by Limoli (1997, 2001, 2005). All the activities described in the essay are related to the text “Metonímia, ou a vingança do enganado” a three scene drama, written by Raquel de Queiroz. Our objective, presenting and developing these activities, was to verify the efficiency of the adopted methodology in order to be used by mother language teachers. From the data got during the lessons development, it can be seen that the Semiotics can be an important theoretical-methodological toll to teachers that are working with texts.No intuito de contribuir com a melhoria do ensino, no que diz respeito à abordagem do texto no Ensino Fundamental, dedicamo-nos, em pesquisa de doutorado, a desenvolver uma proposta de trabalho com o texto, no que diz respeito à leitura e análise linguística. Neste texto, apresentamos uma proposta de aula de leitura, desenvolvida por nós, em uma turma de 8ª série, do Ensino Fundamental, durante processo de intervenção de nossa pesquisa. Como instrumento teórico-metodológico, utilizamos a teoria Semiótica, de linha francesa e, como estratégia de segmentação textual, optamos pela montagem de Campos Lexicais, metodologia desenvolvida por Maurand (1992) e divulgada, no Brasil, por Limoli (1997, 2001, 2005). Todas as atividades, descritas neste artigo, versam sobre o texto “Metonímia, ou a vingança do enganado”, drama em três quadros, de Raquel de Queiroz. Nosso intuito, ao propor e desenvolver tais atividades, foi o de verificar a eficácia da metodologia adotada, a fim de que essa pudesse, posteriormente, ser utilizada por professores de Língua Materna. Os resultados, obtidos durante o desenvolvimento das aulas, mostraram que a Semiótica pode ser um importante instrumento teórico-metodológico para o professor, quando do trabalho com o texto em sala de aula.Universidade Estadual de Londrina2010-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/550410.5433/1519-5392.2010v10n1p285Entretextos; v. 10 n. 1 (2010); 285-3092764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5504/5054Copyright (c) 2010 Entretextosinfo:eu-repo/semantics/openAccessMerith-Claras, Sonia2021-05-20T16:00:23Zoai:ojs.pkp.sfu.ca:article/5504Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-20T16:00:23Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Semiotic and lexical fields: a methodology of approach of the text in the school
Semiótica e campos lexicais: uma metodologia de abordagem do texto na escola
title Semiotic and lexical fields: a methodology of approach of the text in the school
spellingShingle Semiotic and lexical fields: a methodology of approach of the text in the school
Merith-Claras, Sonia
Teaching
Reading
Semiotic
Lexical Fields
Ensino
Leitura
Semiótica
Campos Lexicais
title_short Semiotic and lexical fields: a methodology of approach of the text in the school
title_full Semiotic and lexical fields: a methodology of approach of the text in the school
title_fullStr Semiotic and lexical fields: a methodology of approach of the text in the school
title_full_unstemmed Semiotic and lexical fields: a methodology of approach of the text in the school
title_sort Semiotic and lexical fields: a methodology of approach of the text in the school
author Merith-Claras, Sonia
author_facet Merith-Claras, Sonia
author_role author
dc.contributor.author.fl_str_mv Merith-Claras, Sonia
dc.subject.por.fl_str_mv Teaching
Reading
Semiotic
Lexical Fields
Ensino
Leitura
Semiótica
Campos Lexicais
topic Teaching
Reading
Semiotic
Lexical Fields
Ensino
Leitura
Semiótica
Campos Lexicais
description Aiming to contribute to the teaching improvement, concerning the text approach in the primary and secondary education, we have dedicated in the doctorate research, to develop a text approach suggestion as regards reading and linguistics analysis. In this essay, we are presenting a reading lesson suggestion, developed during the intervention process of our research, and applied in an 8th grade class of the secondary education. The theoretical-methodological toll used was the French Semiotics theory, and the text segmentation strategy used was the Lexical fields, a methodology developed by Maurand (1992) and spread in Brazil by Limoli (1997, 2001, 2005). All the activities described in the essay are related to the text “Metonímia, ou a vingança do enganado” a three scene drama, written by Raquel de Queiroz. Our objective, presenting and developing these activities, was to verify the efficiency of the adopted methodology in order to be used by mother language teachers. From the data got during the lessons development, it can be seen that the Semiotics can be an important theoretical-methodological toll to teachers that are working with texts.
publishDate 2010
dc.date.none.fl_str_mv 2010-08-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5504
10.5433/1519-5392.2010v10n1p285
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5504
identifier_str_mv 10.5433/1519-5392.2010v10n1p285
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5504/5054
dc.rights.driver.fl_str_mv Copyright (c) 2010 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 10 n. 1 (2010); 285-309
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
_version_ 1799315387656962048

Registros relacionados