A importância das metáforas corporificadas no desenvolvimento da compreensão do sentido de histórias contadas para crianças
The main objective of this work was to compare the telling of stories for children with real correspondence figures and the telling of metaphorical correspondence objects to the characters and facts present in the story. For the dimensioning of the work, it was taken into consideration that, in prev...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37755 |
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| Resumo: | The main objective of this work was to compare the telling of stories for children with real correspondence figures and the telling of metaphorical correspondence objects to the characters and facts present in the story. For the dimensioning of the work, it was taken into consideration that, in previous research, it was found that object and metaphoric telling, if compared to telling figures, contributes in a superior way to the understanding of fictional stories (NASCHOLD et al., 2015b). In the current study, it was desired to verify whether the greater or lesser linguistic knowledge of children also interferes with this understanding. The choice of this subject was motivated by the worrying indicators of literacy failure in Brazil. For the development of the work, a bibliographic study was conducted on the following themes related to literacy: Children literature (AMARILLHA, 2003; BETTELHEIM, 2018; COELHO, 2000; KIDD & CASTANO, 2013; OATLEY, 2008), cognitive neurosciences (CONSENZA & GUERRA, 2011), reading neurosciences (DEHAENE, 2012), conceptual metaphors (LAKOFF & JOHNSON, 2002); NASCHOLD et al, 2015b), storytelling (MATOS & SORSY, 2009) and reading comprehension (KOCH & ELIAS, 2018; PEREIRA, 2013). After the bibliographic study, an experimental exploratory research (PRODANOV & FREITAS, 2013) was organized and carried out, developed through a didactic-pedagogical intervention in a 2nd grade elementary school class belonging to a public school in the urban area of the municipality of Jardim de Piranhas (RN). The experimental exploratory research followed the following steps: first, 2 groups of children were organized, one of which was formed by children with higher linguistic knowledge. Three tests (Test of Reading of Words and Phrases, Test of Writing of Words and Phrases, and Test of Metaphor and Inference) were applied to this, present in the test battery of the Diagnostic Instrument of Initial Stages of Literacy (IDEIA, NASCHOLD, 2016). Subsequently, both types of counting were performed, the one with metaphorical objects performed in the group with less linguistic knowledge, and a sequence of didactic-pedagogical activities based on the told narrative was applied in order to verify the understanding of the story. Finally, the performance of the comprehension of history was compared in the two types of telling. In general, it was found that the telling of fictional stories promotes the acquisition and improvement of important mechanisms for the development of reading comprehension, such as: attention, motivation, realization of inferences, expansion of vocabulary and world knowledge. In addition, the superiority of telling metaphorical objects over telling figures from the book has been verified. The telling of history with metaphorical objects has provided students with less linguistic knowledge with results equivalent or higher than those of students with superior linguistic knowledge, demonstrating that metaphor (LAKOFF & JOHNSON, 2002) is an essential element of understanding meaning. |
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