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|Title:||A natureza conceptual da metáfora visual: uma perspectiva pedagógica|
|Other Titles:||The conceptual nature of visual metaphor: a pedagogical perspective|
|Keywords:||Comunicação visual; Metáfora; Figura de linguagem; Prática pedagógica; Visual communication; Metaphor, Figure of speech; Pedagogical practice|
|Abstract:||The present work is based on the investigation of the conceptual nature of visual metaphors. The research is oriented by the tenets of the Conceptual Metaphor Theory, on the basis of Lakoff and Johnson (1980) and also by two relevant approaches on Visual Metaphor available in literature [FORCEVILLE (1996/2008) and COIMBRA (2000)]. Based on these theoretical axes, our main objective is to investigate the hypotheses that (1) some visual metaphors found on TIME magazine covers have a conceptual basis and (2) conceptual metaphors are activated during the reading of visual texts. The research, essentially interpretative, made use of the think aloud tool [ERICSSON and SIMON (1984) and CAVALCANTI and ZANOTTO (1997)] in order to promote the generation and registration of data that allowed us to investigate the central hypotheses. The analysis was based on two corpora: the set of selected covers and the set of data registered by means of the think aloud procedure. The observation of data confirmed the conceptual basis of visual metaphors as well as the activation of these metaphors during reading events. The choice of the conceptual metaphor KNOWING IS SEEING for a more detailed analysis in visual texts has solidified these hypotheses and outlined the grounding for the construction of a teaching unit based on this metaphor. Taking the importance of strategies for the development of reading work as a starting point, we support the theory that visual texts built on conceptual metaphors must be exploited in the awareness process so that they can, by favoring the activation of information restricted to the cognitive unconscious, stimulate the student‟s reading comprehension. This way, we aim, with this thesis, to propose a kind of research that, starting from theoretical approaches, could have concrete and positive implications for pedagogical practice|
|Appears in Collections:||TEDE sem arquivo|
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