Linguagem e ensino: identidade e diversidade discursiva em livros didáticos brasileiros e franceses

• Ano de defesa: 2014
• Autor(a) principal: Tocaia, Luciano Magnoni
• Orientador(a): Barros, Diana Luz Pessoa de
• Banca de defesa: Hilgert, José Gaston , Bastos, Neusa Maria Oliveira Barbosa , Campos, Norma Discini de , Archaimbault, Sylvie
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Letras
• País: BR
• Palavras-chave em Português: semiótica discursiva; ator da enunciação; manipulação; tematização e figurativização; livro didático para o ensino de língua materna
• Palavras-chave em Inglês: discursive semiotics; actor of enunciation; manipulation; theme and images; primary language textbooks
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25113

This thesis aims at studying, as a discourse, the Brazilian and French primary language-teaching textbook. It will observe different kinds of strategies used by the utterer to persuade the reader and make the latter believe in the former s discourse. Among these strategies, we intend to understand, in the analyzed discourse, themes and figures that reproduce the social imaginary and help in the creation of an image of the actor of enunciation. The concrete image to which the discourse aims traces the way the subject is conceived in the world. The theoretical and methodological bases for this study are grounded in the French discourse semiotics as presented by Greimas (1983, 1994), Greimas & Courtés (2011), Barros (2002a, 2008), Fiorin (2008a, 2008b, 2009) and also the concept of discursive genre as presented by Bakhtin (2006). In addition, it will be taken concepts from French Discourse Analysis (Maingueneau, 1995, 1997a, 1997b, 2001, 2008), History of Linguistic Ideas (Barros, 2007, 2010, 2011; Leite, 2005) and Mother Tongue Didactic (Simard, Dufays, Dolz, Garcia-Leblanc, 2010). The analyzed textbooks were chosen according to a selling criteria provided in Brazil by Fundo Nacional de Desenvolvimento da Educação (National Education Development Fund), and by the publishers in France. In the development of this thesis, firstly, we analyzed questions of discursive syntax using a specific chapter in each book, and verifying later if that chapter contains all the others. Secondly, we turned our attention to the whole book observing questions of discursive semantics. In the range of the analyzed books, the results point to two distinct possibilities to conceive textbooks discourse in Brazil and France, as well as the construction of two different paradigms of culture.