Abordagem intersemiótica da literatura na educação básica: desafios e perspectivas
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Data
2006-03-16
Autores
Campos, Adriana Juliano Mendes de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese tem como objetivo refletir sobre resultados educacionais recentes relativos à formação leitora, observando a adequação das concepções de Literatura expressas nos documentos oficiais e manuais didáticos do final do século XX. O estudo tem início problematizando, a partir da LDB/71, a oposição central entre o conhecimento formal, linear e fragmentado e os desafios para superação deste modelo pela práxis dialética e interdisciplinar. Analisa o paradigma da transição que a LDBEN/96 estruturou para a esfera escolar, no século XXI, explicitando pressupostos teóricos da semiótica, implícitos na versão original dos PCNEM/99 e textos complementares. Confrontando códigos verbais e não-verbais como a literatura, a pintura, a música e o cinema, propõe uma perspectiva de abordagem intersemiótica do conteúdo estético, a título de referencial de operacionalização docente para a Educação Básica. Sistematiza traços específicos, estabelecendo relações de divergência formal e de isotopia temática, interpretando gêneros de diferentes suportes, ao utilizar ferramentas e recursos, inclusive tecnológicos, com vistas à dinamização das atividades de leitura e escrita escolar, em consonância com o paradigma pós-moderno.
This dissertation deals with the adequacy of conceptions with regard to the teaching of Literature outlined in Brazilian public documents, guidelines and handbooks that deal with the preparation of readers in the field of Basic Education. Based on the Law of Educational Policies and Support (LDB/71), this study problematizes the central opposition between formal, linear and fragmented knowledge and points to the challenges for overcoming such a model by means of dialectic and interdisciplinary praxis. The paradigm in the transition that the National Law of Educational Policies and Support(LDBEN/96) established for schools in the course of the present century is also analyzed in this study as well as the more recent PCNEM/99 (National Curricular Parameters for High School) guidelines including complementary texts that argue for the presence of semiotics in the school curriculum. Confronting verbal and non-verbal codes such as literature, painting, music and cinema, the document proposes an intersemiotic approach to aesthetic content, as a mark of reference for the teaching of literature at the secondary school level. It systematizes specific characteristics and establishes relations of formal divergence and thematic isotopy when interpreting genres of different types, uses tools and resources, including technological ones, contributing to the dynamization of school reading and writing activities in accordance with the post-modern paradigm.
This dissertation deals with the adequacy of conceptions with regard to the teaching of Literature outlined in Brazilian public documents, guidelines and handbooks that deal with the preparation of readers in the field of Basic Education. Based on the Law of Educational Policies and Support (LDB/71), this study problematizes the central opposition between formal, linear and fragmented knowledge and points to the challenges for overcoming such a model by means of dialectic and interdisciplinary praxis. The paradigm in the transition that the National Law of Educational Policies and Support(LDBEN/96) established for schools in the course of the present century is also analyzed in this study as well as the more recent PCNEM/99 (National Curricular Parameters for High School) guidelines including complementary texts that argue for the presence of semiotics in the school curriculum. Confronting verbal and non-verbal codes such as literature, painting, music and cinema, the document proposes an intersemiotic approach to aesthetic content, as a mark of reference for the teaching of literature at the secondary school level. It systematizes specific characteristics and establishes relations of formal divergence and thematic isotopy when interpreting genres of different types, uses tools and resources, including technological ones, contributing to the dynamization of school reading and writing activities in accordance with the post-modern paradigm.
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Palavras-chave
Literatura - Historia e critica, Intersemiótica, Teoria literária, Dialectics
Como citar
CAMPOS, Adriana Juliano Mendes de. Abordagem intersemiótica da literatura na educação básica: desafios e perspectivas. 2006. 244 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2006.