Uma proposta de leitura semiótico-discursiva de As aventuras de Ngunga para o 9.º ano do Ensino Fundamental

Abstract

This research aims to contribute to the literary literacy of students in the 9th year of Elementary School through reading the Angolan literary work As Aventuras de Ngunga, written by Pepetela. To this end, a semiotic analysis and a pedagogical notebook were prepared based on the basic sequence of literary literacy, by Cosson (2022), using the theoretical-procedural assumptions of Discursive Semiotics, by Algirdas Julien Greimas to carry out the interpretation stage. Therefore, this work took Greimas (1974), Greimas; Courtés (1979), Fiorin (2018), Saraiva; Leite (2017), Barros (2016) and Lima (2021) for Discursive Semiotics; Leite (1998), Fonseca; Moreira (2007), Chaves (1999), Lauriti (2009) and Afonso (2020) for an overview of Pepetela's work; and Cosson (2022) for literary literacy. This research had as its main method the bibliographic review, in addition to being propositional in nature and with a qualitative and descriptive approach, given its objective. It was found that to transpose semiotic analysis didactically it is necessary to make the metalanguage more flexible so that students in the 9th year of Elementary School or even teachers who have not studied such theory can indirectly participate in an analysis course in a tutored way, that is, following the procedures of an analysis through activities with strategic questions, arising from the stages of the generative path of meaning that, when answered by students, reveal information about how meaning is constructed in the text. With this, it was concluded that using Discursive Semiotics in the interpretation stage contributes to the literary literacy of students, who begin to realize that there are layers in the text that act to generate meaning. Furthermore, it was found that it is possible to insert Portuguese-speaking African literary texts in Elementary Education, taking advantage of the contents it contains from the text itself, without resorting to so many elements external to it to understand it, and that the use of the basic sequence gave it a playful character. for the activities, inspired by Cosson's (2022) workshops, which removed the practice of post-reading the work from the traditional formats of reading sheets or questionnaires, encouraging sociability among students and their active participation in demonstrating what they understood from the text.