O humor da palavra e o desenvolvimento da competência lexical: análise de livros didáticos de português dos anos finais do ensino fundamental

• Ano de defesa: 2013
• Autor(a) principal: Geraldo José Rodrigues Liska
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Polissemia; Efeitos de sentido; Competência lexical; Ensino do português; Humor; Língua portuguesa Semântica; Livros didáticos; Lingüística; Histórias em quadrinhos; Gêneros textuais; Língua portuguesa Estudo e ensino; Língua portuguesa Lexicologia; Língua portuguesa (Ensino fundamental) Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/MGSS-9BHPY9

In the classroom of the Portuguese language (Elementary and High Schools), the grammatical analysis of words by their morphological configuration and / or syntactic function is common. The initiatives to emphasize the importance of meaning are few, even in textbooks of Portuguese, with all the possibilities that the various uses of a word allow. This paper seeks to emphasize the study of textual genres of humorous ends for the development of lexical competence in the classroom, to enable students to recognize and explain the intentional effects of ambivalent meanings by the lexical selection, through phonological, graphics (images and punctuation marks), morphosyntactics, semantics, and intertextuals and interdiscursives clues, using mental operations involving prior knowledge of world, textual and lexical and system rules. In meaning, adhering to the word at the time of use, there is the specific intent of humorous text and it will affect the interpretation of the speaker / reader. Moreover, cases of ambivalence presents in the texts of humorous ends cannot be seen only as defects, but as linguistic phenomena. We propose a matrix with thirteen skills (twelve reading skills and one writing skill) to work with lexicon and texts humorous purposes in the classroom, based on the work of Ferraz (2006, 2008), Richards (1976) and Sandmann (1989, 1991a, 1991b). Observing a textbook guide (PNLD 2011 - Portuguese language), we see that the collections in use today seek to bring a variety of genres and text types for reading. Textual genres such as comic, cartoon, advertising piece and anecdote appear so often in these collections, presenting humorous texts in general. Considering the lexical semantics, the main objective of this work is to analyze the work presented in two Portuguese textbook collections (CEREJA; MAGALHÃES, 2009; DELMANTO; CASTRO, 2009) with lexical selection and contextual meaning effects in humorous texts, checking that occurs in selected collections, the progression in the teaching of such items, as well as the progression of humorous texts along the collections analyzed. The analysis of two Portuguese textbook collections evaluated by textbook guide shows that teach how to use words in various communicative situations, especially as stylistic resources of expression, in the case of mood caused by the ambivalence of meanings, is an incipient activity in the Portuguese textbooks.