FROM SEMIOTIC ANALYSIS TO READING CLASSES: THE GENERATIVE COURSE IN THE SCHOOL CONTEXT

Abstract

The development of the student as a competent reader is still a goal to be achieved in teaching, taking into consideration the data obtained by evaluations that are conducted in the country, in which students are under the expected average. In this context, our purpose, the text on the agenda, is to present a proposal for reading classes, developed during the PhD, whose methodology prioritizes the production of meaning by the learner. From the perspective of Semiotics from the French line, the theory highlighting the theoretical discussions as well as the activities is the one proposed by A. J. Greimas. Thus, for this work, we present an outline of the analysis conducted on the text “Metonímia, ou a vingança do enganado – drama em três quadros”, (Metonymy, the revenge of the deceived - a three scene drama) by Rachel de Queiroz, pointing out the narrative level of the generative process of meaning. The activities developed and subsequently applied in the school context, deal with the issues raised during the examination of the text, leading, thus, the contributions of the generative process of meaning to the school context. Results after classes pointed out that Semiotics can be incorporated into teaching, while theoretical-methodological framework, for the development of activities aimed at the production of meanings in different texts. It is worth to highlight, though, that we will make a link between the Semiotics and the reading methodology called “Lexical Fields”, which is best described in the present study.