A construção de metáforas na gênese de poemas escritos inventados por alunos recém-alfabetizados

Abstract

This dissertation aims to understand the genesis of creating metaphors in poems written by elementary school students who have just entered the universe of writing. The data analyzed were collected at the Centro Educacional Miosótis, Maceió - AL, from the implementation of the Portuguese language project, "Poema de Cada Dia", developed in the second half of 2000 and the first half of 2001. We analyzed metaphors present in six processes of text production, oral manuscripts, and in their respective products, written manuscripts. Among all the data collected, we selected those produced by the student Valdemir Gomes with other classmates, in a total of twelve. Of the twelve, we analyzed six processes that remained after some criteria of inclusion and exclusion of the data were applied, resulting in the corpus of this dissertation. As an analytical strategy, we opted to carry out the analyzes based on the selection and identification of the metaphors written in the poems, focusing through their processes on the unveiling of their genesis, which evidences how this dissertation has been strongly inspired by Genetics of Texts (GRESILLON, 2005; BIASI, 2010). For the discussion on the subject of associative relations, one of the axes that compose the linguistic-discursive functioning of language, we have read Saussure (2006) and Suenaga (2005); the work of Calil (2012, 2014), among others, guided us in relation to questions that involve the process of real-time writing of texts in the school by newly literate children; and to deal with the writing and the work with poems by children in the school, we read - among others - the researches of Jolibert (2009) and Kirinus (2008). The issue of the metaphor was evidenced, mainly, by works of two aspects of its studies, namely: the one that observes the metaphor by a traditional stand (CANDIDO, 2000; RICOEUR, 2005, among others); and the one that understands it, in a cognitive perspective, as a conceptual metaphor LAKOFF; JOHNSON, 2002). The analysis of the data points out that the students – new comers in the written school universe, have created metaphors in their texts based on already known texts, especially those performed in the school universe and in their daily practices. In this sense, we understand the role of memory to be an essential part in the production of metaphors in poems, as already pointed out by Calil (2012; 2014) in the analysis of textual production. In the process of composition of the metaphors, associative relations of the semantic and phonetic type stood out. The former, evidenced by the lexical retrieval of words of texts known by the dyads in the production process, shared a same semantic group; And the later by the use of words recovered from other texts, especially those that shared certain suffixal morphemes. Finally, this research argued that the genesis of metaphors, in the context studied, is attached to texts from the universe of the wriers, as well as to their experience in the classroom; and highlighted the role of memory and the various types of associations that occurred in this process