Uma proposta de sequência didática a partir do trabalho com o gênero piada
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2015-07-03
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Universidade Federal de Goiás
Resumo
This work, based on the functionalist theory of language, aims to propose a didactic sequence,
based on the analysis of linguistic-discursive dimensions visible in joke genre texts. Reflection
practices are geared towards high school teachers with issues of semantic-pragmatic nature,
drawn from the statements present in the humorous sphere, exploiting the changes in the
activation of linguistic constructions, or its padding that make you laugh. The theoretical basis
of reflection and proposals for action comes from functionalist theory, from actors such as –
Halliday (1985), Dik (1989), Neves (1997, 2006, 2010), Martelotta (2010), Castilho (2010),
Casseb-Galvão (2011), Rauber (2005); the teaching-learning proposals presented by Antunes
(2003), Franchi (2006), Geraldi (1993), Pauliukonis (2011); of Bakhtin studies on genres,
Bakhtin (2003), Marcuschi (2008), Faraco (2009); the analysis of the functioning of jokes based
on Freud (1996a, 1996b, 1996c), Raskin (1985), Travaglia (1989b, 1990, 1995), Possenti (1998,
2000); the suggestion of integral formation of Zabala (1998). The methodology focuses on
qualitative research with bibliographic feature and the results point to a plan implementation
that recognizes the possibility that the studied texts can enhance the reflection on the effects of
meaning and, therefore, allow the development of different linguistic and discursive students’
skills.
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CERQUEIRA, M. G. B. Uma proposta de sequência didática a partir do trabalho com o gênero piada. 2015. 96 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.