Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Cerqueira, Maria Goreti Barichello
 |
| Orientador(a): |
Galvão, Vânia Cristina Casseb
|
| Banca de defesa: |
Galvão , Vânia Cristina Casseb,
Barros , Cláudia Graziano Paes de,
Fernandes, Eliane Marquez da Fonseca |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
|
| Departamento: |
Faculdade de Letras - FL (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5013
|
Resumo: |
This work, based on the functionalist theory of language, aims to propose a didactic sequence, based on the analysis of linguistic-discursive dimensions visible in joke genre texts. Reflection practices are geared towards high school teachers with issues of semantic-pragmatic nature, drawn from the statements present in the humorous sphere, exploiting the changes in the activation of linguistic constructions, or its padding that make you laugh. The theoretical basis of reflection and proposals for action comes from functionalist theory, from actors such as – Halliday (1985), Dik (1989), Neves (1997, 2006, 2010), Martelotta (2010), Castilho (2010), Casseb-Galvão (2011), Rauber (2005); the teaching-learning proposals presented by Antunes (2003), Franchi (2006), Geraldi (1993), Pauliukonis (2011); of Bakhtin studies on genres, Bakhtin (2003), Marcuschi (2008), Faraco (2009); the analysis of the functioning of jokes based on Freud (1996a, 1996b, 1996c), Raskin (1985), Travaglia (1989b, 1990, 1995), Possenti (1998, 2000); the suggestion of integral formation of Zabala (1998). The methodology focuses on qualitative research with bibliographic feature and the results point to a plan implementation that recognizes the possibility that the studied texts can enhance the reflection on the effects of meaning and, therefore, allow the development of different linguistic and discursive students’ skills. |
