Unidades fraseológicas em marchinhas de carnaval : contribuições para o ensino de português língua estrangeira

• Autor(a) principal: Feitosa, Mayara Oliveira
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/8203
• topic: Sociolinguística; Fraseologia; Língua portuguesa; Ensino de língua portuguesa; Falantes estrangeiros; Pluralismo cultural; Ensino de português como língua estrangeira; Interculturalidade; Phraseology; Interculturality; LINGUISTICA, LETRAS E ARTES

This thesis has the phraseologisms theme- coalition, placement and idiomatic expressiondesigned as lexical forms consisting of two or more lexemes indecomposable and sedimented by cultural tradition. The treatment of this linguistic content is directed to the intermediary and advanced levels of teaching learning of Portuguese as Foreign Language (PLE), by the Communicative Approach with intercultural bias, which is due to the communicative action in which the learner constructs the meaning of the cultural traits of the target language by their own models of experience. Therefore, it is based on assumptions of lexicology, especially in lexicological model by Pottier (1978), interfaced with phraseological studies by Tagnin (1989) and Lapa (1998). The selected corpus is formed by carnival marches, whose analyzes are in two perspectives: one, in descriptive way to identify the phraseological units present in the corpus to describe them at the syntactic-semantic level and by the criteria of conventionality and idiomaticity, which allow to classify them as to the degree of lexicalization; Another, of textualdiscursive way , by which the phraseological units take on the semantic load of the long time of the symbolic representations of carnival culture in Brazil. At this stage of the analysis, we observe the limitations of the Communicative Approach to teaching-learning of foreign languages, regarding the reach of the symbolic meanings of the culture of the target language, because this teaching approach is limited to the enunciation frame, without establishing relations, according to Corrêa (2016), with the interpretative repertoires in long socio-historical time, by interdiscursivity. It is postulated, based on the second stage of the corpus analysis, that the lexical units, phraseological or not, it works in this textual-discursive dimension as culturemes, semiotic and linguistic units that contain ideas of cultural and symbolic character.