Anésia e suas tiras(das) cômicas: uma proposta de pesquisa e ensino semântico-lexical com base no humor

Abstract

In line with the goals dictated by the Graduate Program in Letters - ProfLetras, the purpose of this research was to offer the successful training of teachers in professional practices aimed at the final years of the Elementary School students. In this sense, the general objective of our research was the expansion of students´ lexical knowledge through reading and textual comprehension of Anésia's humor strips. We carried out the research by proposing the hypothesis that students who do not understand humor texts have a limited vocabulary that prevents them from capturing ambiguities and voices in the discourse between the linguistic structures of the genre comic strips. Therefore, the research sought to point out some causes for students´ misunderstanding of multimodal texts, to analyze how they interpret the polysemic effects of the texts in humorous strips, and to elaborate a teaching proposal to meet with those objectives. The methodology used included bibliographic research and action research. In the first one, we considered the theoretical frameworks of renowned authors who approached Lexicology and Lexical Semantics for their consistent investigations on the study of the lexicon in the classroom. We still based our reflections on the relevance of lexias for the understanding of the different genres, specifically humor strips, a theoretical framework that also dealt with lexicon, lexicology, lexicon and teaching. During the action-research, we applied diagnostic activities to classes in the 8th grade of the Elementary School and hold a mini-course and workshop with the aim of training teachers and improving students´ linguistic lexicon competence. Finally, research results revealed that if students do not master the appropriate vocabulary in specific situations and contexts, they can even laugh at them but will not understand how cartoonists produce their humorous strips. Results also showed that the expansion of lexical knowledge requires two procedures: the anticipated theoretical basis on textual and semantic-lexical issues, and the use of both previous epistemological and empirical knowledge without which students cannot interpret text