SYNCRETISM IN FIGURATIVIZATION OF ENGLISH CLASS: A TEXTBOOK ANALYSIS
DOI:
https://doi.org/10.21709/casa.v11i1.6100Keywords:
syncretic language, figurativization, textbook, english class, semiotic practices, mediatization.Abstract
This article aims at researching on the effects of meaning resulting from the use of syncretic verb-visual language in a foreign language textbook distributed by the National Textbook Plan for public schools across the country. We have centralized the analysis on the roles of teacher and students figurativized in the semiotic practice of class and how it is affected by the mediatization of society. To this end, we have selected the first unit of the volume prepared for the sixth grade of elementary school, analyzing it from the notions of syncretic language by L. Hjelmslev (1975) and semiotics of practices by J. Fontanille (2005). The analysis demonstrated that the English class as a social practice is conceived as a space for interaction and presence of emerging themes in contemporary society. However, despite all this coating of freshness, it is still centered in the figures of the teacher and the textbook as subjects of knowledge, whereas the student, although respected in his knowledge and freer to make choices, is still represented as its receiver.
Downloads
Published
Issue
Section
License
The authors of the approved papers agree to grant non-exclusive publication rights to CASA. Thus, authors are free to make their texts available in other media, provided that they mention that the texts were first published in CASA: Cadernos de Semiótica Aplicada. Besides, they authorize the Journal to reproduce their submission in indexers, repositories, and such. Authors are not allowed to publish the translation of the published paper to another language without the written approval of the Executive Editors. The authors are totally responsible for the content of the published work.