Metáforas tecnobiográficas: um estudo sobre conceptualizações de futuros professores de línguas sobre aprendizagem de tecnologia digital

• Ano de defesa: 2021
• Autor(a) principal: Fernanda Silva Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Metáforas Conceptuais; Narrativas multimodais de aprendizagem; Tecnobiografias; Ensino auxiliado por computador; Tecnologia educacional; Internet na educação; Professores de línguas – Formação; Aquisição de segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/35703

For a long time, it has been assumed that metaphor was only a linguistic phenomenon of poetic expression, which effect on narratives would be merely ornamental. However, since the publication of "Metaphors we live by", a book written by Lakoff and Johnson (1980), it has been considered in Cognitive Linguistics that examples of linguistic metaphors which exist in languages are only evidence that human mental processing is fundamentally metaphorical. In order to contribute to linguistic studies that conceive language as an evidence of human thought development, I analysed twenty multimodal narratives of digital technology learning. To fulfill the objective of highlighting the expressions that reveal metaphors, I conducted an interpretative qualitative research in which data were generated through a questionnaire application about digital technologies habits and about technobiographical narratives of the participants. Then, I reflected on possible implications generated by different conceptualization forms from digital technology experiences. Based on the Conceptual Metaphor Theory, the interpretative analysis that I carried out on the collected data, resulted in 179 metaphorical evidentional projections in which twenty-one source domains emerge. These data provide different unfoldings on how participants conceptualize digital technology learning and their experiences provided by this tool. So as to achieve possible tangible indicative metaphorical projection identifications that could have evidenced the way in which individuals understand this process. Through the reflection about such domain concentrations, it is possible to think about the relationships established between subjects and technologies and, consequently, about technological resources applications in teaching.