A interdiscursividade / intertextualidade nas Fábulas Fabulosas de Millôr Fernandes

• Autor(a) principal: Aquino, Elmar Rosa de
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6153
• topic: Interpretation; Fables; Verbal iconicity; Interdiscursivity; Intertextuality; Língua portuguesa Estudo e ensino; Leitura Estudo e ensino; Iconicidade (Linguística); Analfabetismo; Fernandes, Millor, 1924- . - Crítica e interpretação; Fábulas; Compreensão na leitura; Interpretação; Iconicidade verbal; Interdiscursividade; Intertextualidade; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This thesis of the Brazilian problem of functional literacy and the lack of reading habit. Focuses on the lack of formal knowledge for activation related to external text highlighting interdiscursivity. The aim is to then develop a discussion subsidized by verbal iconicity (SIMÕES, 2009), the limits of interpretation (ECO, 2004) and by argument (PERELMAN; Olbrechts-Tyteca, 1996; and ARISTOTLE, 2000), to guide the analysis of the reading possibilities based on interdiscursivity and intertextuality (VALENTE, 2008; Pêcheux, 2002; FIORIN, 1993) as iconic-indexical elements (SIMÕES, 2007; 2009). The theoretical course on the problems related to the interpretation and understanding of texts is based on the articulation of ideas developed around the hermeneutics (SCHLEIERMACHER, 1999; GADAMER, 1999; RICOEUR, 1977) with the semiotics of Peirce's extraction (PEIRCE, 2005; ECO, 1986; 2004a; 2004b). The corpus consisted of texts of Fábulas Fabulosas series of Millôr Fernandes, who restate fables of Aesop, Hesiod's myths and Apuleius and fairy tales of Perrault, the Brothers Grimm and Jacobs. These were analyzed in light of the fabled concepts formulated by Braga (2005), Fiorin (1986) and Eco (1986); Myth, by Cassirer (2003) and Eliade (1986); and fairy tale, by Bettelheim (2002). It was focused on the processing power of the world of objects in discourse objects (MONDADA; DUBOIS, 1995) from the textualization experience: competence which hopes to develop to combat functional illiteracy, in order to expand the repertoire and knowledge encyclopaedic, so that you can make as many inferences possible from observation interdiscursivity/intertextuality and through unlimited semiosis, without losing focus on the limits of interpretation (ECO, 2004b).