Metáfora conceptual em provérbio: uma proposta de produção de artigo de opinião para o ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Pereira, Credilza Marques
• Orientador(a): Silva, Leilane Ramos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Literatura brasileira; Metáfora na literatura; Escrita (artigo); Provérbios; Artigo de opinião; Metáfora conceptual
• Palavras-chave em Inglês: Opinion article; Writing; Conceptual metaphor; Proverb
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19959

Objet of study in Cognitive Linguistics, the conceptual metaphor results from conceptual domains projected the experiences of individuals, who interact with the world of things to explain linguistic fenomenal. Bearer of meanings, it can be worked on in the school context to facilitate the writing process, especially when considered from a dynamic that values the playfulness and cultural aspects of a given Community. Thinking about the school practice and the difficulty manifested by the student in the textual production, this work sought through activities centered on the exploration of the conceptual metaphor inherent to eight proverbs that convey violence against women, to promote writing – procedural and playful – of the Opinion article genre. Methodologically, this proposal, to be applied to a 9th grade class at Escola Municipal Professor Edgard Santos, in Crisopolis-BA, materializes in a didactic trail composed of five modules: 1) The first steps of the trail; 2) On the road: getting to know the prover genre; 3) New directions, paths, landscapes: Proverb Catch game; 4) Hit the road; and 5) Arrival point. In theoretical terms, studies such as: i) Lakoff and Johnson (1980), Turner (2002) and Chiavegatto (2002), Sardinha stand out, highlighting aspects affections related to the conceptual nature of Metaphors; ii) Xantara (2010) and Sousa (2019), on the sociocultural value of proverbs; and iii) Kleiman (2016), Koch (2022), Passarelli (2004, 2012) and Antunes (2003), dedicated researchers of the status of reading/interpretation, production and evaluation of written text, master key to the educational path. The analysis carried out confirmed that the planned actions significantly improve the student’s written production, as from game Pega Prover band the discussions that around the social and metaphorical representations inherent to the importance of a procedural approach to writing, while sharpening a lucid and necessary perspective on the subject of human rights, producing opinion articles that met what was expected for their school level. As parts of a continuum, the trail culminated in the creation of a pedagogical notebbok, aims to collaborate with native language educators, awakening in them others initiatives to improve their dealings with the playful and procedural aspects of written production.