Por uma perspectiva discursiva no ensino de Língua Portuguesa para cegos: os conceitos figura e fundo nas fábulas de Monteiro Lobato

• Autor(a) principal: Vestes, Maria da Penha Tavares das
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19935
• topic: Congenitally blind student; Preschool knowledge; Aluno cego congênito; Conhecimento pré-escolar; Figura/Fundo; Transitividade verbal; Letramento; Língua portuguesa – Estudo e ensino; Língua portuguesa –Escrita; Leitura; Cegos – Educação; Figure/Background; Verbal transitivity; Literacy; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The dissertation has as its general objective the discussion of the process of acquisition of reading and writing skills by congenitally blind students considering the specificities of these social subjects. Indeed, in the case of such students, the lack of vision delays contact with the written language, restricting their preschool knowledge and, consequently, postponing these students' literacy process. As we know, a broad command of the written language is a prerequisite for the exercise of citizenship. One of the factors that hinder this process is the perception of the concept of figure/background, which is not accessible to blind people due to their congenital visual impairment. In this way, the absence of such perception, so crucial in the construction of the narratives, makes it impossible to understand, for example, the physical characteristics, the actions of the characters (Figure), and the construction of the scenarios (composition of the environment, space, etc.) in which the plot unfolds (Background). Thus, in the universe of the researched target audience, the approach of the figure/background concept in narrative texts will enable congenitally blind students to widely implement their process of cognition, interfering positively not only in discursive issues but also in the development of their literacy levels. From a theoretical and methodological point of view, we start from the social-interactionist view of language, understanding that language is only actualized in the service of intersubjective communication, in social and discursive practices, and materialized in oral and written texts. According to Antunes (2003), this is the starting point to any and all methodological options, as well as for the choice of activities and the particular way to carry them out. In this way, the present work proposes a discourse-linguistic analysis of Monteiro Lobato's Fables, starting from the figure/background conceptualization and according to the verbal categories, of the parameters previously postulated by Hopper and amplified by Silveira. In his work, Silveira (1997) innovated the studies on discourse relevance, proposing a modification of the figure/background typology, empirically proving the diversity of the concepts of superficiality and specificity. Therefore, considering the fact that the figure/background perspective is essential in the discursive construction, and that it is, at the same time, inaccessible to congenitally blind students, who are the subjects of this research, the objective of the present work is to analyse, in written narratives, specifically in the fables adapted by Monteiro Lobato (figure) clauses and background clauses), the occurrence of the categories proposed by Silveira (1997). Based on this verification, and by means of pedagogical scripts, we can contribute to the development of the discursive capacity of congenitally blind students. In fact, this research will achieve its real purpose if the aforementioned scripts are used by teachers and, in some way, can help them in the approach of narrative texts under the figure/background perspective, giving it a new meaning in the lives of our students