masterThesis
O verbovisual nos dicionários escolares do tipo 3: as imagens como potencializadoras dos significados dos verbetes
Fecha
2019-11-29Registro en:
BARBOSA, Genúbia Cristiane. O verbovisual nos dicionários escolares do tipo 3: as imagens como potencializadoras dos significados dos verbetes. 2019. 127f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2019.
Autor
Barbosa, Genúbia Cristiane
Resumen
We live in the so-called information society, in which texts are surrounded by multiple
languages. The visual aspect is highlighted, the images figures not only as
accessories, but also as knowledge sources, allowing a more effective comprehension
of what is exposed. Based on this scenario, this dissertation addressed the
multimodality in the school dictionaries type 3, directed to the last years of the
elementary School. The research intended to answer the following questioning: how
the images present in the dictionaries can contribute to potentialize the understanding
of entries definitions, when presented to youth? This way, the following general aim
was traced: to understand the importance of image to the meaning construction in
school dictionaries entries. So that, were used as theoretical and conceptual subsidies
the contribution of authors like Pontes (2009, 2010), Pontes & Santiago (2009),
Krieger (2012), Bevilacqua, Humblé & Xatara (2011), Santiago (2012, 2015), and
Carvalho & Bagno (2011), in the studies focused on the Pedagogic Lexicography and
its relation to Lexicon; about the use of dictionary at classroom and the discursive
practices, we are based on the studies of Pontes (2009), Krieger (2012) and Xatara,
Bevilacqua & Humblé (2011); in the questions relative to the multimodality, are
highlighted theories of the authors Almeida (2015), Dionísio (2014), Ribeiro (2016) and
Vieira & Silvestre (2015). In relation to the methodological aspects, the investigation is
configured as action research (THIOLLENT, 2005) and aimed at first apply a didactic
sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) for the reading and analysis of
the words definitions on the dictionaries selected to the study, with emphasis to the
imagistic aspects of the illustrations of the words. This research was characterized by
qualitative approach of data. This way, we believe an important step has been taken
relating the work with the school dictionary to the multimodality universe, providing
moments of reading and reflection about the entries illustrated, because, in each
activity done, were elaborated semantic relations applied to the linguistic universe as
well as to the world knowledge that is socially shared. The results demonstrated that
the union between written text and image contribute significantly to the understanding
of the meaning of entries. The students, in their final production, understood the
relevance of combining text and images because this guarantee a better
comprehension of what we want to transmit. Therefore, is evidenced the importance
of using the dictionaries at classroom steadily and continuously, once they are
indispensable tools for the teaching-learning process of Portuguese Language,
especially, reading and writing.