Processos cognitivos analógicos como recursos de presença em argumentação: uma proposta para a interpretação e produção textuais
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Data
2017-05-05
Autores
Souza, Aline Pereira de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
As projeções, como a metáfora, a personificação, a comparação, a metonímia e a parábola, geralmente são apresentadas aos alunos na escola apenas como figuras de linguagem de uso restrito ao universo literário. Entretanto, pretendemos mostrar que tais projeções são presentes em nossa comunicação diária e utilizadas em larga escala em muitos gêneros, tanto de forma natural, explicitando sua presença no pensamento (cf. LAKOFF e JOHNSON, 1980), quanto proposital (cf. GIBBS, Jr. 2015 e STEEN, 2015). Desses gêneros, escolhemos três para compor nosso corpus: títulos de matérias jornalísticas, dissertações argumentativas bem avaliadas da FUVEST e do ENEM e memes de Facebook, que são os principais gêneros a que estão expostos os alunos do Ensino Médio. Esta pesquisa tem como objetivo analisar o uso e, principalmente, a funcionalidade desses processos cognitivos de projeção de base analógica em três gêneros diferentes e cotidianos para o nosso público–alvo, para reforçar a importância comunicativa e social que a presença de projeções tem nesses textos. A partir dessa análise foi delineada uma estratégia de ensino-aprendizagem da produção/compreensão desses textos, pois acreditamos que compreender as projeções como um processo cognitivo e analógico pode ajudar consideravelmente os estudantes a desenvolver suas habilidades de leitura, compreensão e produção textual. A hipótese que defendemos é que as projeções são bastante frequentes em muitos gêneros e têm importante função argumentativa. Acreditamos, também, que tais textos são consumidos justamente por conta das projeções contidas neles, já que elas os tornam mais atrativos e podem significar muito, dizendo pouco. Nossos principais objetivos, portanto foram: compreender a funcionalidade e os efeitos de sentido das projeções utilizadas nos textos escolhidos e verificar como o domínio e a consciência de tais conceitos podem ajudar os alunos a compreender melhor os textos que os circundam e a produzir textos mais bem escritos. A análise teve como base os conceitos da Moderna Linguística Cognitiva e, para tanto, foram utilizadas a Teoria da Integração Conceptual (Blending) proposta por Fauconnier e Turner (2002), Turner (2014), a Teoria da Parábola, proposta por Turner (1996), considerações sobre Analogia propostas por Hofstadter, D. e Sander, E (2013) e também, em termos funcionais, o princípio da “presença” proposto por Perelman e Olbrechts-Tyteca (1996). Para as reflexões didáticas foram utilizadas, principalmente, as considerações sobre leitura advindas de Koch (1995; 1997; 2002; 2006; 2016) e as considerações sobre Projetos didáticos de gênero advindas de Guimarães e Kersch (2011; 2012; 2014; 2015). Os resultados da pesquisa confirmam a hipótese de que o efeito persuasivo é mais facilmente alcançado quando os textos apelam para a experiência de vida do leitor e usam projeções como instrumento pedagógico.
Projections, such as metaphor, personification, comparison, metonymy, and parable, are usually presented to students at school only as language-use figures restricted to the literary universe. However, we intend to show that such projections are present in our daily communication and used on a large scale in many genres, both in a natural way, explaining their presence in thought (cf. Lakoff and Johnson 1980), and intentional (GIBBS, Jr 2015 and STEEN, 2015). Of these genres, we chose three to compose our corpus: journal titles, wellevaluated argumentative dissertations from FUVEST and ENEM and Facebook´s memes, which are the main genres to which high school students are exposed. This research aims to analyze the use and, mainly, the functionality of these cognitive processes of analogical projection in three different and everyday genres for our target audience, to reinforce the communicative and social importance that the presence of projections has in these texts. From this analysis, a teaching-learning strategy of the production / comprehension of these texts was delineated, because it is believed that understanding the projections as a cognitive and analogical process can considerably help students to develop their reading, comprehension and textual production skills. The hypothesis that we defend is that projections are quite frequent in many genres and have an important argumentative function. We also believe that such texts are consumed precisely because of the projections contained in them, since they make them more attractive and can mean much, saying little. Our main objectives, therefore, were: to understand the functionality and sense effects of the projections used in the chosen texts and to verify how the mastery and the awareness of these concepts can help students better understand the texts that surround them and produce better written texts. The analysis was based on the concepts of Modern Cognitive Linguistics and, for that, the Blending theory proposed by Fauconnier and Turner (2002), Turner (2014), the Parabola Theory proposed by Turner (1996) ), As well as, in functional terms, the "presence" principle proposed by Perelman and Olbrechts-Tyteca (1996), as well as the "presence" principle proposed by HOFSTADTER, D. & SANDER, E (2014). For the didactic considerations, we used the KOCH (1995, 1997, 2002, 2006, 2016) reading considerations, and the considerations on didactic projects of genre from GUIMARÃES and KERSCH (2011, 2012, 2014, 2015). The results of the research confirm the hypothesis that the persuasive effect is more easily achieved when the texts "appeal" to the reader's life experience and use projections as a pedagogical tool.
Projections, such as metaphor, personification, comparison, metonymy, and parable, are usually presented to students at school only as language-use figures restricted to the literary universe. However, we intend to show that such projections are present in our daily communication and used on a large scale in many genres, both in a natural way, explaining their presence in thought (cf. Lakoff and Johnson 1980), and intentional (GIBBS, Jr 2015 and STEEN, 2015). Of these genres, we chose three to compose our corpus: journal titles, wellevaluated argumentative dissertations from FUVEST and ENEM and Facebook´s memes, which are the main genres to which high school students are exposed. This research aims to analyze the use and, mainly, the functionality of these cognitive processes of analogical projection in three different and everyday genres for our target audience, to reinforce the communicative and social importance that the presence of projections has in these texts. From this analysis, a teaching-learning strategy of the production / comprehension of these texts was delineated, because it is believed that understanding the projections as a cognitive and analogical process can considerably help students to develop their reading, comprehension and textual production skills. The hypothesis that we defend is that projections are quite frequent in many genres and have an important argumentative function. We also believe that such texts are consumed precisely because of the projections contained in them, since they make them more attractive and can mean much, saying little. Our main objectives, therefore, were: to understand the functionality and sense effects of the projections used in the chosen texts and to verify how the mastery and the awareness of these concepts can help students better understand the texts that surround them and produce better written texts. The analysis was based on the concepts of Modern Cognitive Linguistics and, for that, the Blending theory proposed by Fauconnier and Turner (2002), Turner (2014), the Parabola Theory proposed by Turner (1996) ), As well as, in functional terms, the "presence" principle proposed by Perelman and Olbrechts-Tyteca (1996), as well as the "presence" principle proposed by HOFSTADTER, D. & SANDER, E (2014). For the didactic considerations, we used the KOCH (1995, 1997, 2002, 2006, 2016) reading considerations, and the considerations on didactic projects of genre from GUIMARÃES and KERSCH (2011, 2012, 2014, 2015). The results of the research confirm the hypothesis that the persuasive effect is more easily achieved when the texts "appeal" to the reader's life experience and use projections as a pedagogical tool.
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Palavras-chave
Projeções, Blending conceptual, Argumentação, Gêneros, Ensino-aprendizagem