Metáforas sistemáticas no discurso de adultos em processo de aprendizagem de leitura.

Abstract

This thesis, entitled “Systematic metaphors in the speech of adults in the process of reading learning”, has the general objective of investigating metaphors that emerge in the speech of adults in the process of literacy regarding the theme “(Non) Learning to read”, identifying which metaphors stabilize in the participants' discourse as linguistic metaphors, via discursive vehicles, and as systematic metaphors. Data were collected in two focus groups composed of adult students, who are in the process of literacy, from a public school in the municipality of Itabuna-Bahia-Brazil. The specific objectives are correlated to the research questions: 1. What discursive topics emerge in the focus group discussions through verbal interaction? 2. What metaphorical vehicles emerge, and what is their possible cognitive-discursive basis? 3. Metaphors emerge in the participants' speech about (non) learning to read? 4. Which of these metaphors stabilize in the discourse as an individual metaphor or systematic / collective metaphors? 5. Is it possible to build a relationship between "flow" and "displacement" in the speech of the focus group participants? 6. How to point out the presence of “complex systems” in speeches and systematic metaphors?. As for the approach, this research is configured as qualitative and quantitative, as it presents itself as a set of material and interpretive practices that promote visibility. The founding theorists of the research are: M. Bakhtin (1997a; 1997b), from which the concept of discourse is developed together with terms and ideas discussed by this theorist when dealing with “word and counterword”, “the voices in Bakhtinian thought "," Identity, otherness, dialogia "," oral dialogue / primary gender ", considering the discursive event; to L. Cameron (2008; 2010), with the approach of Metaphor-Led Discourse Analysis – Met-Led D. A. (CAMERON et. al., 2009), maintaining dialogue with positions of Cognitive Linguistics on conceptual metaphors (LAKOFF; JOHNSON, 1980) and with complexity theory (MORIN, 2009, 2015; MATURANA, 2002). The research hypothesis was confirmed, as metaphors emerged in the discourse of adults in the process of literacy on the subject, building a theoretical-discursive connection between studies on metaphor and discourse. Thus, it was possible to substantiate a discursive web between metaphor, discourse, dialog and contents of the theory of complexity, presenting new ideas and confluences to the studies developed in the area of Linguistics. Along the way, the work answered all the research questions, from discursive topics, metaphorical vehicles and linguistic metaphors, it was possible to perceive the emergence of systematic metaphors and frame metaphors, which translated the group's thoughts, feelings and intentions to the theme in discursiveness. Therefore, this research is justified by seeking to expand the study of systematic metaphor in a transdisciplinary way, considering language studies as one of the ways of understanding the things of the world, the peculiarities that involve the individual, being one of those things, the speech.