A Estrutura Potencial do Gênero (EPG) e o ensino explícito de gêneros do discurso: a configuração dos gêneros de tiras e o ensino de língua portuguesa

• Autor(a) principal: Simões, Alex Caldas
• Data de Publicação: 2018
• 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/1/6197
• topic: Generic Structure Potential (GSP); Discursive genres; Teaching of Portuguese Language; Comics; Língua portuguesa Estudo e ensino; Histórias em quadrinhos na educação; Língua portuguesa - Gênero; Linguística; Funcionalismo (Linguística); Estrutura Potencial do Gênero (EPG); Gêneros discursivos; Ensino de Língua Portuguesa; Quadrinhos; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

We believe that understanding the specificities of discursive genres through their configuration seems to be a sine qua non condition for instrumentalization of this object in Portuguese language teaching. The work is not simple, given that there are particular discursive genres as is the case of those investigated in our research that deserve, on the part of researchers, the creation of specific theoretical frameworks of analysis. This is the case of many multimodal genres, and especially the case of Comics and the family of strips. In our research, we seek to describe the Contextual Configuration (CC) and the Generic Structure Potential (GSP) of strips, the autobiographical, the comic, the free, the comic-serial, the adventure and homage. In order to fulfill this objective, after extensive review of the GSP literature and a broad discussion of its theoretical frameworks, we have expanded Hasan's (1989) systemic-functional theories towards the configuration of multimodal genera and the construction of interspecific and intraspecific relations between genres, as well as postulating a concept of comics the semiotics of comics (or verb-visual) as that would meet our research. After our analysis, which took into account the realization of obligatory, optional and iterative elements of the GSP and the frequency of realization of the language of the comics in each set of texts, we came to the conclusion that there are six genres of strips and not only four as we knew comic strip, the comic-serial, adventure and free (RAMOS, 2011, 2014, 2017). The autobiographical strip appears as a genre of its own and with particular characteristics, as well as the homage strip. When we set the six genres together, we realized that their differences and similarities were much more evident than if we worked with the one gender setting at a time. This fact leads us to conclude that in taking the genres of discourse to the classroom we must work them together (through families of like genres) and not alone, as is usually the case in Portuguese language classes. This will lead students to realize two important issues. First, that discursive genre can relate to each other, as in the interspecific harmonic relations of Protocooperation, which appeared in the autobiographical strips; or in the Intraspecific Harmonic Relations of Cologne, which emerged in comic strips, comedy-serial and adventure. Second, genres should be classroom work together so that students can understand and replicate without difficulty the textual pattern found in the family of genres studied. We believe that it is in the study between the gender and on the families of genders the possibility of enhancing the learning of portuguese language through the genres of discourse. Hasan's theory, in this sense, is an essential tool in this process, since it allows, through the EPG, to describe the genres and relations between genders