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Advisor(s)
Abstract(s)
Neste artigo, apresentaremos um dos produtos do Projeto Língua e
Cidadania: das relações entre palavras ao conhecimento do mundo, financiado pela
Fundação Calouste Gulbenkian (Lisboa), desenvolvido em parceria por duas escolas do
Instituto Politécnico do Porto, a Escola Superior de Educação e a Escola de Média Arte
e Design. Com este projeto pretendeu-se investigar, numa perspetiva de interação
Léxico, cultura e cidadania, as dimensões linguística e pedagógica das relações
semânticas entre palavras. Investigamos o modo como o Léxico Mental é parcialmente
responsável pelo processamento cognitivo do(s) Mundo(s) e das interações e relações
entre os sujeitos e os objetos que o(s) habita(m). Propomos que a aprendizagem das
relações semânticas entre palavras não instale nas crianças o pensamento dicotómico.
A alternativa proposta por nós envolve, desde o 1.º ano do Ensino Básico (CEB), o
ensino prioritário das relações semânticas múltiplas (em vez das de antonímia binária).
Neste texto, apresentaremos e descreveremos uma proposta didática assente em três
narrativas bimodais originais, onde são questionadas as possibilidades de organização
lexical, colocando pares de palavras aparentemente dicotómicos em contextos de
ocorrência que podem admitir relações semânticas de gradação ou mesmo de
sinonímia, comprometendo a inevitabilidade de organização/interpretação antonímica.
Para evidenciar a densidade semântica desses pares foram elaborados exercícios de compreensão lexical com realidade aumentada, para serem utilizados como
ferramentas pedagógicas inovadoras. As aplicações de realidade aumentada exigem,
como mostraremos, uma leitura de várias possibilidades de organização dos pares
lexicais existentes nas narrativas e a compreensão da densidade semântica através do
visionamento de hipóteses diversificadas.
In this paper, we will present one of the outcome of a research project called Língua e Cidadania: das relações entre palavras ao conhecimento do mundo [Language and citizenship: from lexical relationships to world knowledge], which has been financed by the Programa Gulbenkian 2016, in the area of Projetos de Investigação em Estudos Avançados em Língua e Cultura Portuguesas, from Calouste Gulbenkian Foundation. The research team gathers researchers from two schools of the Polytechnic of Porto, Escola Superior de Educação and Escola de Média Arte e Design. The aim of this project was to investigate the linguistic and pedagogical dimensions of semantic relations between words from a perspective of interaction, culture, and citizenship. We investigate how the Mental Lexicon is partially responsible for the cognitive processing of the World (s) and the interactions and relations between the subjects and the objects that inhabit them. We propose that the learning of semantic relations between words does not install dichotomous thinking in children. Our proposed alternative involves, since the first school level of Primary Teaching (CEB), the priority teaching of multiple semantic relations (instead of binary antonyms). In this paper, we will present and describe a didactic proposal based on three original bimodal narratives, where the possibilities of lexical organization are questioned, placing seemingly dichotomous pairs of words in contexts of occurrence that can admit semantic relations of gradation or even of synonymy, compromising the inevitability of antonymic organization / interpretation. To demonstrate the semantic density of these pairs, lexical comprehension exercises with augmented reality support were developed to be used as innovative pedagogical tools. The applications of augmented reality demand, as we will show, a reading of several possibilities of organization of the lexical pairs existing in the narratives and the understanding of the semantic density through the visualization of diversified hypotheses.
In this paper, we will present one of the outcome of a research project called Língua e Cidadania: das relações entre palavras ao conhecimento do mundo [Language and citizenship: from lexical relationships to world knowledge], which has been financed by the Programa Gulbenkian 2016, in the area of Projetos de Investigação em Estudos Avançados em Língua e Cultura Portuguesas, from Calouste Gulbenkian Foundation. The research team gathers researchers from two schools of the Polytechnic of Porto, Escola Superior de Educação and Escola de Média Arte e Design. The aim of this project was to investigate the linguistic and pedagogical dimensions of semantic relations between words from a perspective of interaction, culture, and citizenship. We investigate how the Mental Lexicon is partially responsible for the cognitive processing of the World (s) and the interactions and relations between the subjects and the objects that inhabit them. We propose that the learning of semantic relations between words does not install dichotomous thinking in children. Our proposed alternative involves, since the first school level of Primary Teaching (CEB), the priority teaching of multiple semantic relations (instead of binary antonyms). In this paper, we will present and describe a didactic proposal based on three original bimodal narratives, where the possibilities of lexical organization are questioned, placing seemingly dichotomous pairs of words in contexts of occurrence that can admit semantic relations of gradation or even of synonymy, compromising the inevitability of antonymic organization / interpretation. To demonstrate the semantic density of these pairs, lexical comprehension exercises with augmented reality support were developed to be used as innovative pedagogical tools. The applications of augmented reality demand, as we will show, a reading of several possibilities of organization of the lexical pairs existing in the narratives and the understanding of the semantic density through the visualization of diversified hypotheses.
Description
Keywords
Antonímia Narrativas bimodais e narrativas multimédia Relações lexicais múltiplas Ensino da língua portuguesa 1.º CEB em Portugal Antonymy Bimodal narratives and multimedia narrtives Multiple lexical relations Portuguese language teaching Portuguese primary school teaching