Denotação e conotação como ferramentas para construção do significado do texto: um trabalho de leitura com alunos do 8º ano do ensino fundamental

Abstract

This dissertation is inserted in the scope of the studies of Semantics and its main objective is to investigate the students' understanding of denotation and the connotation as tools in the construction of the text meaning. The specific objectives are: to characterize the textbook approach; analyze the interpretation of the denotative and connotative meaning; identify the semantic implications that hinder the construction of the meaning of the text and elaborate a proposal for intervention. The theoretical postulates of this work are found in the studies of Tamba (2006), Marques (2011), Oliveira (2012), Wachowicz (2013) and Cançado (2013), Basso (2013) and Lenz (2013) as references for the study of the Lexical, Cognitive Semantics of the relations of meaning between words and sentences - hyponymy and hyperonymy, synonymy synonymy; Sardinha (2007) and Ferrarezi Jr. (2008) subsidized knowledge about metaphor; the reflections on reading were based on Krug (2015), Campos (2014), Koch & Elias (2008), Solé (2003), PCN (1998), Lajolo (1996), Orlandi (1995) and Paulo Freire; to discuss the denotation and the connotation: Ilari (2016), Moreira (2008), Almeida (1994), Abaurre (2008), Mesquita (2009) and Schocair (2015); the methodology was based on Gil (2002), Marconi (2002), Bortoni-Ricardo (2008) and Bauer and Gaskel (2011). This study was carried out in a public school in the city of Caxias-Maranhão, with 10 students from the 8th year of elementary school, who answered 13 questions about conotation and denotation.The methodology consisted of a bibliographical, field, exploratory, descriptive and quantitative research. It was noticed that the students printed in the textual interpretations confusions between the words and the things that they designate, part of them could not relate the denotative language with the connotative. The inadequacies of textual interpretation were hampered by the gaps that the students faced in the course of the readings. Therefore, the textual interpretation is an activity that must be worked in a planned and intense way in the classes of Portuguese language.