O estudo da metáfora e da metonímia em sala de aula sob a óptica da Linguística Cognitiva

• Ano de defesa: 2022
• Autor(a) principal: Dores, Ivani Alberto das
• Orientador(a): Silva, Leosmar Aparecido da
• Banca de defesa: Silva, Leosmar Aparecido da, Borges, Mônica Veloso, Klinger, Karylleila dos Santos Andrade
• 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: Linguística Cognitiva; Metáfora; Metonímia; Ensino; Organização do Pensamento
• Palavras-chave em Inglês: Cognitive Linguistics; Metaphor; Metonymy; Teaching; Organization of thought
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS CLASSICAS
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12453

The present research aims to investigate the teaching of metaphor and metonymy in the classroom, based on the perspective of Cognitive Linguistics. In order to do so, some of the concepts of metaphor and metonymy and their relationship with the teaching of the mother tongue will be studied. The theoretical basis of this dissertation is mainly focused on Lakoff and Johnson (2002 [1980]), Goossens (2002), Ferrari (2014), Silva (2012), among others. Working metaphor/metonymy in the context of the classroom, from the perspective of Cognitive Linguistics, is essential for research with the language in use to happen in a dynamic and productive way, as metaphor and metonymy are phenomena present at all levels of interaction, not being restricted to specific areas and activities of human knowledge. Regarding the methodology, the analysis material consisted mainly of metaphor and metonymy interpretation activities on the theme of the new coronavirus pandemic, applied to 9th grade Basic Education students, at Colégio Estadual Roberto Civita, in city of Goiânia-Go. The results reveal that, beyond the literary and rhetorical field, metaphor and metonymy are important resources to be explored in the classroom to develop the ability to interpret texts of different genres. Works of this nature contribute to the existence of references that combine the study of metaphor and metonymy with the teaching of the mother tongue.