Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Júnior, Orison Marden Bandeira de Melo
 |
| Orientador(a): |
Brait, Elisabeth |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13691
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Resumo: |
In general, the teaching of literature written in foreign languages at Brazilian universities faces a big challenge: Letras freshmen with limited knowledge of the foreign language find it difficult to analyze literary works in the original texts. Therefore, this research is justified by the need to discursively and pragmatically help students better analyze literature works. In order to do that, the theoretical discussion was based upon the works of the Bakhtin Circle [Bakhtin (2002, 2003, 2010), Bakhtin/Volochínov (2010), Voloshinov/Bajtin (1997), Voloshinov (1983), Medviédev (2012)] and of the pragmaticist Jacob Mey (2000, 2001, 2007). 68 Letras undergraduate students from a private university in the Eastern area of São Paulo were invited to participate in the research, which was approved by the Ethics Committee of PUC-SP under protocol number 054/2011 and whose data were generated in three different phases: The first one was related to literary analyses based on concepts from Pragmatics, such as from Micropragmatics (reference, verb tenses, presuppositions, implicatures and speech acts), from Macropragmatics (pragmatic presuppositions and pragmatic acts) and from Literary Pragmatics (speech and voice); the second phase involved literary analyses based on concepts from the Dialogical Discourse Analysis (DDA), such as utterance, genre, text, understanding, and dialogism; in the the third and last phase students did literary analyses based on the concepts from Pragmatics and DDA. The research corpus comprised three sets: (1) Letras DCN (National Curriculum Guidelines); (2) literary analysis activities done throughout the three phases, and (3) students stimulated recall reports. As to the literary works analyzed, they were nine short stories by Alice Walker. They were chosen by the researcher, who was also the students professor, due to their short length, their social role, and the dialogic relations there could be established between them. Based on the notion that texts are not autonomous, the only literary activities analyzed were the ones done by the students who had done the stimulated recall reports. Based on the understanding that the contextualized meanings produced by the students could not go beyond the fixity of meaning of the utterances, it was necessary to verify if students answers were potencially coherent with the plots and with the discourses that penetrate them. Moreover, as the research focused on students with limited knowledge of the target language, i.e., English, only the results of basic and intermediate level students were verified. It was possible to find that in the first phase, basic and intermediate students were able to coherently answer one fourth of the questions of the literary activities and, in the second phase, one third. However, in the third phase, this number significantly increased to two thirds. It was possible to conclude, thus, that the study of Pragmatics as the first step to the study of the concepts from DDA helped students with a limited knowledge of the English language to better understand and analyze literary works written in English and, consequently, to develop their linguistic skills |
