SOCIODISCURSIVE IMAGINARIES ABOUT MONTEIRO LOBATO IN PORTUGUESE LANGUAGE TEACHING BOOKS FROM FUNDAMENTAL TO HIGH SCHOOL
sociodiscursive imaginary; ethotic vision; Semiolinguistics; textbook; literature
In this research, we present a discursive analysis of eight collections of Portuguese textbooks from Elementary School I to High School, seeking to identify, from texts and linguistic and semiotic elements, the sociodiscursive imaginaries and ethotic views of Monteiro Lobato, mobilized for formulation beliefs and opinions about this author/citizen and his work. The theoretical-methodological framework used for data analysis was constituted from Charaudeau's Semiolinguistics (2007, 2008, 2010a, 2010c), also Amossy (2008) and Maingueneau (2008). For didactic purposes, we structured our analysis in three levels: (i) Modalization and modalities: analysis of lexical items, noun phrases, adjectivals, adverbials, verbals, discursive strategies; (ii) Interdiscourse and intertextuality, discursive strategies; (iii) Analysis of semiotic aspects, which also contribute to the construction of sociodiscursive imaginaries and the ethé present in the corpus. For this Qualification Exam, we selected the book Contemporary Portuguese: Dialogue, Reflection and Use by Cereja et al., by Editora Saraiva. From this sample, we can conclude that these authors mobilize and build certain socio-discursive imaginaries that value, or not, about Lobato and his work. Based on texts and linguistic and semiotic elements, we can project Monteiro Lobato's ethé that emerge from the socio-discursive imaginaries of a polemical, conservative and critical man. These imaginaries are based on collective opinion beliefs, as they are based on the opinion of the authors of this textbook, which may differ from the other collections that will still be analyzed.