O mismatch sem?ntico na identifica??o do conflito gerador

• Autor(a) principal: Souza, Juliana Behrends de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4794
• topic: Conflito Gerador; Mismatch; Cogni??o; Conflict Generator; Mismatch; Cognition; Letras

The main objective of this dissertation was to find ways to help the student to recognize the element of the narrative, generating conflict, within the structure of the story, from a specific ability called Identifying the generating conflict. It is common that during the improvement of this ability, mismatches happen, defined in this research as a failure in the process of understanding the message delivered. The problem addressed in this dissertation was the misleading form that the word conflict is understood by students. The hypothesis raised, proven through diagnostic activities, is that students conceptualize the word conflict according to their daily experiences, activating in their memories frames of violence, rivalry and confrontation, making difficult the development work of the skill in question. It was defined as specific objectives, (a) to think and offer to the student alternatives for the non occurrence of semantic mismatches at the time of the identification of the generating conflict and (b) to promote activities that lead the student to recognize the conjunctive and temporal markers as identification. We opted for the insertion of the news genre to facilitate the recognition of the generating conflict, since it is typologically narrative, but endowed with maximum objectivity and impartiality in its writing. In relation to the mismatch, pedagogical mediation was proposed based on the theoretical constructs of Kleiman (2000) and Sol? (1998) that detailed strategies of anticipation and mediation of reading. Already for the recognition of conjunctive and temporal markers, it was based on the studies of Macedo (1991) when addressing the adversatives and the adverbs under semantic optics. The work was developed under the research-action methodology under the terms of Tripp (2005) and Thiollent (1985), and aimed to produce information and knowledge of more effective use, promoting conditions for actions and transformations of situations within the school itself. To verify these events and state of affairs, a pedagogical mediation was applied to students of the 7th year of the State Department of Education of Rio de Janeiro, in order to reach the main objective of this research that is the improvement of the skill in question. After the application of pedagogical mediation, it was noticed that the difficulty of identifying the generating conflict in the narratives worked is a consequence of the difficulty in reading and interpreting texts and that the semantic mismatches occur due to the deficiency in reading and a little diversified vocabulary, due to the lack of access to quality written texts and influences of the conflicting environment that young people are inserted. The results obtained proved that the ability to identify the generating conflict was improved, in line with the initial expectations of this research. It was discovered a suitable way to avoid the phenomenon presented here and called semantic mismatch, facilitating the apprehension of the content worked. This research was justified by the scarcity of exercises related to the exploration of this ability in the books and pedagogical books commonly adopted in schools and, when they are worked, manifest themselves through mechanical and direct activities, without reflection or cognitive strategies of identification.