Frames no discurso escrito de uma turma de EJA: descortinando sentidos

• Autor(a) principal: Costa, Gisele de Paula
• Data de Publicação: 2019
• 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/1/6310
• topic: Cognitive Linguistics; Narratives; Positions; EJA; Frames; Linguística cognitiva; Narrativas; Posicionamentos; Educação de jovens e adultos; Linguística aplicada; Gramática cognitiva; Análise do discurso narrativo; Escrita Estudo e ensino; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The study investigates essay structures from twenty papers written by students in the Education of Young People and Students (EJA), a public school program, in Mesquita, Rio de Janeiro. In the spot of Cognitive Language, these frames were analyzed based on a qualitative and interpretative methodological approach. This study is situated in the scope of Applied Linguistics, crossing the linguistic anthropology borders, sociocultural studies, literacies and narratives. The research steps were (1) observation and field notes, (2) data generation, (3) text type identification and its relation to the task, (4) narrative structure analysis, (5) category of analysis identification and coding (6) the analysis itself. They enable us to answer the following research questions: why these students write about these stories? what is its meaning considering the context in which they are told of? Among the categories of analysis are the concepts of frame (Fillmore, 1982); (Duque, 2015), (Vereza, 2013), perspectivation (Langacker, 1987) and evaluative practices (Ochs and Capps, 2001). Three groups of frames emerged from the analysis, as well as sub-frames, to mention: "social" and "event" frames, which cover the sub-pictures of the reality experienced and the reality experienced and desired. Also, the "action" frame, which involves three other subframes: engaging, belonging and evaluating. Perspectivation and evaluative practices in these frames refer to the critical thinking students have related to their reality. Such perspectives and evaluative assessments are indexed to lexical clues, as adjectives, adverbs, modals, intensifiers, and verbal aspects. Tasks like these are related to social literacy development and inclusion of students in higher education