A semiótica aplicada a poemas intermídia de Augusto de Campos: uma proposta de ensino de literatura na contemporaneidade

• Autor(a) principal: Pires, Isabelle de Araújo
• Data de Publicação: 2019
• 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/123456789/18989
• topic: Ensino; Semiótica; Poéticas visuais; Intermídia; Teaching; Semiotics; Visual poetics; Intermedia; Enseñanza; Poéticas visuales; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This work arises from the experience of teaching practice and theoretical studies developed over the years with the literary text, specifically, visual poetics. In this investigation, we sought to disseminate this poetics and, within this vast universe, we chose Augusto de Campos. Thus, this research, besides crediting visibility to the mentioned poet, approaches the possibility of the study of the visual poetics and its relations with the diverse media. For the appreciation of the poems in the lines of this study, we seek to broaden our discussion, which seeks to observe the dialogues between Augusto de Campos intermedia visual poetry and literature teaching, especially in contemporary times, whose readers are born in the primacy of multimedia communication. Our general objective was therefore to establish an investigative and dialectical approach to the experimental poetics of Augusto de Campos with the teaching of literature today, based on the critical study of intermedia poems, using the concepts extracted from the General Theory of Signs, by Charles Sanders Peirce. In the objectives of a more specific nature, we discuss about Concretism and the experimental poetry of Augusto de Campos and his literary contributions; we point out the mode of semiotic attribution and intermedia relations and their transfigurations and creative combinations with other systems, in a corpus composed of five poems: Poema-bomba, Cidade, SOS, Greve, Criptocardiograma. In the meantime, we analyze the subsidies of this experimental poetry leveraged by technological digital media for the teaching of literature, considering a broader conception of text in consonance with a society where technology advances gradually. The research is qualitative, bibliographic and exploratory, descriptive and explanatory of critical and theoretical studies. The research is qualitative, bibliographic and exploratory, descriptive and explanatory of critical and theoretical studies. Our theoretical contribution included studies by Peirce (1975, 2005), Campos (1975, 1986, 2017, 2018, among others), Nöth (1996, 1997), Plaza (2003), Pignatari (1975, 1979; Santa Clara (2014) and Dick Higgins (1984), Lajolo (2001, 1984), Pinheiro (2002), Colomer (2007), Ferraz Júnior (2004, 2005, 2014, 2017), among others. The assessment also included the Base Nacional Comum Curricular, High School Phase, BNCC (2017, 2018), Referenciais Curriculares para o ensino médio na Paraíba (2006) and the Orientações Curriculares Nacionais para o ensino médio (2006) (2006), which subsidize teaching in Brazil. In addition, we applied a semistructured interview with the poet Augusto de Campos, which dealt with the legacy of Concretism in Brazil, its poetic course, the approaches of experimental texts in basic education and the new projects as author. We construct not only a description and analysis, but also seek to promote discussions about a reading experience in a specific sociocultural set that gains more relevance in a contemporary context.