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ETDs @PUC-Rio
Estatística
Título: METAPHORS FOR READING COMPREHENSION AND INTERPRETATION IN BRAZILIAN PORTUGUESE TEXTBOOKS
Autor: ALBERTO RODRIGUES PEREIRA
Colaborador(es): MARIA HELENA FRANCO MARTINS - Orientador
Catalogação: 14/MAI/2007 Língua(s): PORTUGUESE - BRAZIL
Tipo: TEXT Subtipo: THESIS
Notas: [pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
[en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio.
Referência(s): [pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=9889&idi=1
[en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=9889&idi=2
DOI: https://doi.org/10.17771/PUCRio.acad.9889
Resumo:
Within the framework of Lakoff and Johnson´s Theory of Conceptual Metaphor, this thesis identifies and analyzes metaphors for reading comprehension and interpretation occurring in five widely adopted collections of Brazilian Portuguese textbooks. The work sets out from the following hypotheses: (a) linguistic metaphors employed in these textbooks around the notions of reading comprehension and interpretation provide valuable clues as to the underlying language conception followed by the authors; and (b) these textbooks still take language for granted as an unproblematic means of communication, capable of working in a transparent and homogeneous manner, as a clear uniform a-historic system that is semantically autonomous and abstracts users and contexts. According to the theoretical framework adopted, the work identifies and analyzes structural, orientational and ontological metaphors which have as their target-domain the notions of text, meaning, and reading. The analyzed data include textbook prefaces, on the one hand, and reading comprehension and interpretation activities, on the other. The results of this research bear out its initial hypotheses, and point to a mismatch between the conception of language suggested or made explicit in the prefaces and that occurring in the textbooks´ proposed activities.
Descrição: Arquivo:   
COVER, ACKNOWLEDGEMENTS, RESUMO, ABSTRACT AND SUMMARY PDF    
CHAPTER 1 PDF    
CHAPTER 2 PDF    
CHAPTER 3 PDF    
CHAPTER 4 PDF    
CHAPTER 5 PDF    
REFERENCES AND ANNEX PDF