Relevância e compreensão na literatura infantil: uma análise na interface semântica/pragmática

• Ano de defesa: 2009
• Autor(a) principal: Oliveira, Rita de Cássia
• Orientador(a): Costa, Jorge Campos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: LITERATURA INFANTIL - HISTÓRIA E CRÍTICA; SEMÂNTICA; PRAGMÁTICA; LEITURA - COMPREENSÃO
• Link de acesso: http://hdl.handle.net/10923/4128

The present study, inserted in thematic area of linguistics, aims to verify the meaning approach effectiveness within internal interface semantics/pragmatics to understand books of Brazilian Children’s Literature, with which we propose an external interface. The theoretical architecture composed by Grice´s (1975) Implicature Theory, the development and review of his initial studies proposed by Costa (1984, 2004) and Levinson (2000), besides the Relevance Theory by Sperber & Wilson (1986,1995), was applied as a method of analysis of the book Que raio de história!, by Sylvia Orthof (1994), which is used to illustrate the theories. In order to legitimize the analyses, 20 readers-in-process, according to the classification proposed by Coelho (2000), answered the questionnaires before and after reading the book. The first part of the experiment consisted of two questionnaires. One of them to be answered before reading the story, and another one to be answered after reading it. The second part focused on a written retelling. The questions intended to illustrate the understanding of the intentions expressed by the statements: firstly without a specific context, secondly in the context built after reading the story. The retelling aimed to evidence the way these intentions, even when implicit, are determinant to the comprehension of the story. The theoretical analysis showed that reading only based on the decodification of the text is not enough to cover the comprehension process, making evident the need of an approach at the semantics/pragmatics interface.The experiment illustrated the theoretical analysis and corroborated the thesis: only associating explicit and implicit meanings readers can create the representation of the story. Finally, it was possible to prove that the theoretical architecture proposed can describe and explain the access to intentions that underlie the statements and how what is said and implicated are intertwined in the reading comprehension process of Brazilian Children’s Literature.