Multimodalidade e letramento do brinquedo: um olhar para os bonecos artesanais inclusivos e narrativas infantis em relação à deficiência, à diferença e à inclusão

• Autor(a) principal: Sarinho Júnior, José Maria de Aguiar
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/26861
• topic: (Observação: Ficha catalográfica sem assinatura do bibliotecário); Literatura para crianças - Narrativas; Bonecos artesanais - Inclusivos; Letramento do Brinquedo; Semiótica Social; Multimodalidade; Narrativas infantis; Inclusão; Social Semiotics; Multimodality; Toy Literacy; Children’s narratives; Inclusive handmade dolls; Inclusion; Multimodalidad; Narrativas infantiles; Muñecos inclusivos hechos a mano; Inclusión; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

Based on the idea that texts result from a confluence of different modes, resources and semiotic potentials, both children’s narratives and toys constitute a fertile field for research and studies. Thus, the present work holds as its main objective to investigate how the participating children reveal ideological meanings regarding disability, difference and inclusion, based on their narratives generated during play, through the identification of ideational/representational, interpersonal/interactive and compositional, arising from Systemic-Functional Linguistics (HALLIDAY, 1994[1978]; HALLIDAY; MATTHIESSEN, 2014; MARTIN; WHITE, 2005; VIAN JR., 2009; 2010a; 2010b; 2012; HOOD, 2010; VIAN JR.; SOUZA; ALMEIDA, 2010; ALMEIDA, 2010; FUZER; CABRAL, 2014; THOMPSON, 2014) and from the Grammar of Visual Design (VAN LEEUWEN, 2005; KRESS; VAN LEEUWEN, 2006[1996]), and based on the multimodal approach to Toy Literacy (ALMEIDA, 2021). We elected the following specific objectives: (1) to analyze the multimodal configurations present in the inclusive handmade dolls based on the theoretical framework of Almeida (2020; 2021) for Toy Literacy, from the perspective of its three-dimensionality (KRESS; VAN LEEUWEN, 2006[1996]); (2) identify the discursive choices present in the children’s productions that refer to issues of disability, difference and inclusion triggered during play with the selected inclusive dolls, whose world views are reflected in these senses, considering the lexical-grammatical standards and the semantic-discursive ones, making use of the Transitivity System (HALLIDAY; MATTHIESSEN, 2014; FUZER; CABRAL, 2014; THOMPSON, 2014) and the evaluation mechanisms, based on the Appraisal system (MARTIN; WHITE, 2005; VIAN JR., 2009; 2010a; 2010b; 2012; HOOD, 2010; VIAN JR.; SOUZA; ALMEIDA, 2010; ALMEIDA, 2010) from SFL; in addition to (3) analyzing the relationship between inclusive handmade toys and children’s discourse, with a view to understanding how this relationship can strengthen and promote inclusive attitudes on the part of students, from the perspective of Skliar (2003 ; 2006; 2012), Rodrigues (2006), Medrado e Silva (2012), Mantoan (2015), Medrado (2016), Dantas (2019) and Maia (2020b). This is a qualitative research (PRODANOV; FREITAS, 2013; MARCONI; LAKATOS, 2018), whose analyzes allow both a descriptive and an interpretative perspective. Our data total 16 dolls and 40 texts of different genres produced by five participants during the learning situations (MEDRADO; DOURADO, 2015; RIBEIRO, 2016); the corpus of our research is composed of 05 handmade dolls and 20 written productions. The analyzes and results demonstrate that children’s narratives and inclusive handmade dolls are authentic texts, whose construction and remaking of meanings emanate from interactions and sociosemiotic context, as well as from choices made and socio-historical and cultural rereadings as political and hegemonic, especially with regard to disability, differences and inclusion. Such resignifications are maximized in a multisensory way, which ratifies the multimodality, in addition to an approach related to sociosemiotics, as a tool for analyzing the representative-communication practices in which we are immersed, intending an effect of change, mainly in relation to what the inclusion has to tell us, to make us hear and see, and, finally, to make us feel.