FREITAS, M. S. F.; http://lattes.cnpq.br/5824139505219994; FREITAS, Mariana Santiago Ferreira.
Abstract:
The present research has the objective of analyzing the semantic productivity of the
Patativa do Assaré’s string Triste Partida, in order to elaborate a proposal of
intervention in reading for the second year of High School. Initially, we listed the basic
concepts of semiotics with a special focus on semantic productivity, then applied the
concepts studied in the semiotics of the Patativa do Assaré’s string Triste Partida,
then we elaborated a proposal of reading the string Triste Partida that can be applied
in the 2
nd
year of the High School. For this, as a base theory, we used the French line
semiotics also called greimasian semiotics which comprises a Gerative Path of
Signification composed of three levels: a fundamental, a narrative and a discursive.
Here, through didactic transposition, we propose to convert these three levels into
levels of reading. And to systematize the proposal of didactic intervention, we seek
inspiration in the Didactic Sequence of Schneuwly and Dolz (2004). The research
universe comprised 15 (fifteen) strings of the brazilian poet from Ceará, Antônio
Gonçalves da Silva, better known as Patativa do Assaré. Of this total, it was selected
as corpus Triste Partida. The categories of analysis are the themes and figures
present in the string. And as a criterion of analysis, we listed three directions: 1)
lemmas present in the string Triste Partida; 2) mobilizing figures of the themes; 3)
thematic readings. As results of the research, we verified that it is possible to hold a
reading event in the 2
nd
year of High School, based on the concepts of greimasian
semiotics. From the analysis in the form of intervention, we listed figures such as:
drought, dry, faith and hope, hopelessness, religiosity, emigration, longing, death,
lament. It is worth noting that the guidelines presented here can serve as a basis for
works involving reading both in other genres and in other series/years.
