FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | CASA: Cadernos de Semiótica Aplicada |
Texto Completo: | https://periodicos.fclar.unesp.br/casa/article/view/6544 |
Resumo: | The development of the student as a competent reader is still a goal to be achieved in teaching, taking into consideration the data obtained by evaluations that are conducted in the country, in which students are under the expected average. In this context, our purpose, the text on the agenda, is to present a proposal for reading classes, developed during the PhD, whose methodology prioritizes the production of meaning by the learner. From the perspective of Semiotics from the French line, the theory highlighting the theoretical discussions as well as the activities is the one proposed by A. J. Greimas. Thus, for this work, we present an outline of the analysis conducted on the text “Metonímia, ou a vingança do enganado – drama em três quadros”, (Metonymy, the revenge of the deceived - a three scene drama) by Rachel de Queiroz, pointing out the narrative level of the generative process of meaning. The activities developed and subsequently applied in the school context, deal with the issues raised during the examination of the text, leading, thus, the contributions of the generative process of meaning to the school context. Results after classes pointed out that Semiotics can be incorporated into teaching, while theoretical-methodological framework, for the development of activities aimed at the production of meanings in different texts. It is worth to highlight, though, that we will make a link between the Semiotics and the reading methodology called “Lexical Fields”, which is best described in the present study. |
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CASA: Cadernos de Semiótica Aplicada |
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FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXTDA ANÁLISE SEMIÓTICA À AULA DE LEITURA: O PERCURSO GERATIVO NO CONTEXTO ESCOLARTeachingReadingMeaning productionSemiotics.EnsinoLeituraProdução de sentidosSemiótica.The development of the student as a competent reader is still a goal to be achieved in teaching, taking into consideration the data obtained by evaluations that are conducted in the country, in which students are under the expected average. In this context, our purpose, the text on the agenda, is to present a proposal for reading classes, developed during the PhD, whose methodology prioritizes the production of meaning by the learner. From the perspective of Semiotics from the French line, the theory highlighting the theoretical discussions as well as the activities is the one proposed by A. J. Greimas. Thus, for this work, we present an outline of the analysis conducted on the text “Metonímia, ou a vingança do enganado – drama em três quadros”, (Metonymy, the revenge of the deceived - a three scene drama) by Rachel de Queiroz, pointing out the narrative level of the generative process of meaning. The activities developed and subsequently applied in the school context, deal with the issues raised during the examination of the text, leading, thus, the contributions of the generative process of meaning to the school context. Results after classes pointed out that Semiotics can be incorporated into teaching, while theoretical-methodological framework, for the development of activities aimed at the production of meanings in different texts. It is worth to highlight, though, that we will make a link between the Semiotics and the reading methodology called “Lexical Fields”, which is best described in the present study.O desenvolvimento do aluno, enquanto leitor competente, ainda é um objetivo a ser atingido no ensino, a contar pelos dados em avaliações realizadas no país, nas quais os estudantes ficam abaixo da média esperada. Diante deste contexto, nosso propósito, no texto em pauta, é apresentar uma proposta de aula de leitura, desenvolvida no período de doutoramento, cuja metodologia prioriza a produção de sentidos por parte do aprendiz. A teoria que embasa as discussões teóricas, bem como as atividades realizadas, é a Semiótica de linha francesa, proposta por A. J. Greimas. Para este trabalho, apresentamos um recorte das análises desenvolvidas acerca do texto “Metonímia, ou a vingança do enganado – drama em três quadros”, de Rachel de Queiroz, priorizando o nível narrativo do percurso gerativo do sentido. As atividades elaboradas e, posteriormente, aplicadas em sala, versam sobre as questões apontadas durante a análise do texto, levando, desta forma, as contribuições do percurso gerativo do sentido para o contexto escolar. A partir das aulas ministradas, foi possível verificar que a Semiótica pode ser incorporada ao ensino, enquanto arcabouço teórico-metodológico, para o desenvolvimento de atividades que visam à produção de sentidos de diferentes textos. Cabe destacar, ainda, que faremos uma articulação entre a Semiótica e a metodologia de leitura denominada “Campos Lexicais”, melhor descrita no corpo do trabalho.Laboratório Editorial FCL-UNESP | Letraria2014-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/casa/article/view/654410.21709/casa.v11i2.6544CASA: Cadernos de Semiótica Aplicada; v. 11 n. 2 (2013)1679-340410.21709/casa.v11i2reponame:CASA: Cadernos de Semiótica Aplicadainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/casa/article/view/6544/481810.21709/casa.v11i2.6544.g4818Copyright (c) 2014 CASA: Cadernos de Semiótica Aplicadainfo:eu-repo/semantics/openAccessMerith-Claras, Sonia2014-01-23T01:10:15Zoai:ojs.pkp.sfu.ca:article/6544Revistahttps://periodicos.fclar.unesp.br/casa/indexPUBhttps://periodicos.fclar.unesp.br/casa/oaicasa@fclar.unesp.br1679-34041679-3404opendoar:2023-01-12T16:38:47.753734CASA: Cadernos de Semiótica Aplicada - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT DA ANÁLISE SEMIÓTICA À AULA DE LEITURA: O PERCURSO GERATIVO NO CONTEXTO ESCOLAR |
title |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
spellingShingle |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT Merith-Claras, Sonia Teaching Reading Meaning production Semiotics. Ensino Leitura Produção de sentidos Semiótica. |
title_short |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
title_full |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
title_fullStr |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
title_full_unstemmed |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
title_sort |
FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT |
author |
Merith-Claras, Sonia |
author_facet |
Merith-Claras, Sonia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Merith-Claras, Sonia |
dc.subject.por.fl_str_mv |
Teaching Reading Meaning production Semiotics. Ensino Leitura Produção de sentidos Semiótica. |
topic |
Teaching Reading Meaning production Semiotics. Ensino Leitura Produção de sentidos Semiótica. |
description |
The development of the student as a competent reader is still a goal to be achieved in teaching, taking into consideration the data obtained by evaluations that are conducted in the country, in which students are under the expected average. In this context, our purpose, the text on the agenda, is to present a proposal for reading classes, developed during the PhD, whose methodology prioritizes the production of meaning by the learner. From the perspective of Semiotics from the French line, the theory highlighting the theoretical discussions as well as the activities is the one proposed by A. J. Greimas. Thus, for this work, we present an outline of the analysis conducted on the text “Metonímia, ou a vingança do enganado – drama em três quadros”, (Metonymy, the revenge of the deceived - a three scene drama) by Rachel de Queiroz, pointing out the narrative level of the generative process of meaning. The activities developed and subsequently applied in the school context, deal with the issues raised during the examination of the text, leading, thus, the contributions of the generative process of meaning to the school context. Results after classes pointed out that Semiotics can be incorporated into teaching, while theoretical-methodological framework, for the development of activities aimed at the production of meanings in different texts. It is worth to highlight, though, that we will make a link between the Semiotics and the reading methodology called “Lexical Fields”, which is best described in the present study. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-01-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/casa/article/view/6544 10.21709/casa.v11i2.6544 |
url |
https://periodicos.fclar.unesp.br/casa/article/view/6544 |
identifier_str_mv |
10.21709/casa.v11i2.6544 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/casa/article/view/6544/4818 10.21709/casa.v11i2.6544.g4818 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 CASA: Cadernos de Semiótica Aplicada info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 CASA: Cadernos de Semiótica Aplicada |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Laboratório Editorial FCL-UNESP | Letraria |
publisher.none.fl_str_mv |
Laboratório Editorial FCL-UNESP | Letraria |
dc.source.none.fl_str_mv |
CASA: Cadernos de Semiótica Aplicada; v. 11 n. 2 (2013) 1679-3404 10.21709/casa.v11i2 reponame:CASA: Cadernos de Semiótica Aplicada instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
CASA: Cadernos de Semiótica Aplicada |
collection |
CASA: Cadernos de Semiótica Aplicada |
repository.name.fl_str_mv |
CASA: Cadernos de Semiótica Aplicada - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
casa@fclar.unesp.br |
_version_ |
1797051219408060416 |