Uma análise de textos de professores sobre elementos e compreensão de aspectos teóricos da semiótica

Abstract

The overall aim of this research is to analyze texts produced in a research setting with Portuguese language teachers, related to Semiotics studies. For this, as theoretical assumptions, elements of Santaella's (2015) theory on the Method of Semiotic Analysis are used, verifying the analysis of the foundation of the sign (signifier); analysis of the referentiality of the sign (object) and interpretative process in all its levels (interpretant). As methodological procedures, in relation to data generation, there was the offer of an extension course on the theme in which five Portuguese language teachers participated. The participating teachers work in a Civic-Military College in the city of Pato Branco, Paraná, Brazil and the teacher was the researcher herself, with the specific objectives of a) analyzing the didactic activities proposed by the teachers to identify which elements of Santaella's theory (2006, 2012, 2015) on Semiotics are present in these activities and b) analyzing the transcribed text that contains the speeches of these teachers to verify what they understand by Semiotics. Regarding the analysis procedures, there were analyses of activities elaborated by the participants and analysis of excerpts of transcribed speeches of the participating teachers, seeking what they understand by Semiotics, according to Santaella's theory (2006, 2012, 2015). The results showed that the participating teachers elaborated the activities, however, some left implicit information for the interpretant. The revisiting of this semiotic theory brought us a reflection of our pedagogical practice when we apply activities to our students, and do not observe all the concepts brought by Santaella. In this way, the research brings contribution with the results obtained and valuable insights for researchers interested in the intersection between semiotic theory and pedagogical practice, in addition to offering subsidies to improve teacher training and the development of more effective teaching methodologies. For teachers, the contribution concerns rethinking the starting point for reflections on their practices and conceptions, encouraging a more conscious and grounded approach to Semiotics in the classroom.