Curvas perigosas: a representação da subjetividade nos cartuns de Maitena

• Ano de defesa: 2009
• Autor(a) principal: Ferraz, Márcia Maria Severo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Letras; UFSM; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Gênero; Subjetividade; Representações discursivas; Cartum; Multimodalidade; Gender; Subjectivity; Representations in discourse; Cartoon; Multimodality; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/3962

In this research, the method of qualitative comparison of discursive, enunciative and imagetic elements is applied in order to verify how the representations of masculinity and femininity are constructed by Printed Media in Curvas Perigosas cartoons from Claudia Magazine. This investigation is based on theoretical presuppositions of Gender and Cultural Studies (SCOTT, 1995; BOURDIEU, 2006; BUTLER, 2008), Multimodality (KRESS e VAN LEEUWEN, 1996) and Theory of Enunciation by Kerbrat Orecchioni (1980). This way, the social representations in discourse are analyzed, focusing on the evaluations made by Maitena, the main character. Two aspects are considered in textual analysis: stereotypes maintenances and manifestations of sexualities. In the evaluation of subjectivities, it is taking into consideration the cartoon s audience that consists of middle-class women and men, who live in urban areas (GOLDEMBERG, 2004). Moreover, it is evaluated gender relations influenced by social processes, taking for granted that the cultural paradigms of gender are reference in our everyday life, shaping our discourses and behaviors. As the textual genres of humor are not largely investigated on the current literature and the differences of terminology can cause misunderstandings, it is proposed that a clear and precise definition of cartoon as a discursive, a humor and a multimodal genre can be relevant. The study of this textual genre has its didactic implications, because it can help teachers and students to be engaged in a process of a new knowledge construction as well as to be aware of the existing inequalities, which are inculcated in their minds and are considered as natural in order to prescribe the behavior of women and men. Since we live in a world full of visual devices and technologies of representation, we should turn possible critical and reflexive experiences that make everyone understand how discourse influences thoughts, feelings and actions. Furthermore, they can reflect upon their identities and socio-cultural contexts.