Conceitos e tipologias da intertextualidade em portais web educativos com temática de ensino de língua portuguesa

Abstract

The educative web portals consist of important means of propagating multiple and varied knowledge, including the theme Intertextuality, that is essential to the teaching-learning processes in Portuguese language discipline. In light of this situation, our attention was drawn to the way in which educational portals deal with the topic in question, in terms of intertextual concepts and typologies. Therefore, this dissertation had as its general objective to investigate the intertextuality explained in these digital resources, and for that, we delimited as specific objectives: to verify the explanations of the concepts and typologies / categories of intertextuality, approached didactically through samples of texts / genres exposed on the educative web portals; to analyze intertextuality's concepts and typologies on the portals based on the theoretical contribution of the Text Linguistics and Theory of genres, in the light of the postulates of Bakhtin (2016), Marcuschi (2008), Bazerman (2006, 2011), Koch, Bentes and Cavalcante (2012 ). Methodologically, this research was characterized as qualitative through the interpretation and analysis of the data. The corpus has been consisted of figures from three different educative portals, Mundoeducação.com, Português.com and Brasilescola.com. The performed analyzes revealed that the intertextuality’s concepts on the educative web portals are distant from the theoretical proposal of the Text Linguistics, in which each portal brings different and confusing concepts based on common sense, therefore, we establish the understanding that the concept must cover the textual, discursive and generic aspects interdisciplinarly. We observed that the samples of texts and genres displayed on the portals are predominantly literary, being that the Text Linguistics bases its postulates on the analysis of diversified texts (verbal, non-verbal and / or mixed). We also verify that the intertextual typologies displayed in the educative portals are repeated and restrict themselves to the explicit and implicit intertextualities of the stricto sensu category by Koch, Bentes and Cavalcante (2012). Due to that, we expanded the analysis by relating the proposals of these authors to the typologies of Bazerman (2011). Thus, we demonstrate that it is possible to investigate the concepts and typologies of intertextuality by approaching theories that help each other in the analysis processes of intertextual relations.