Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-28T18:59:12Z No. of bitstreams: 1 EmanuellePereiraDeLimaDiniz_TESE.pdf: 4378997 bytes, checksum: 4d4991bb650ea47da96aa05e5e210e26 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-28T21:14:40Z (GMT) No. of bitstreams: 1 EmanuellePereiraDeLimaDiniz_TESE.pdf: 4378997 bytes, checksum: 4d4991bb650ea47da96aa05e5e210e26 (MD5) / Made available in DSpace on 2017-03-28T21:14:40Z (GMT). No. of bitstreams: 1 EmanuellePereiraDeLimaDiniz_TESE.pdf: 4378997 bytes, checksum: 4d4991bb650ea47da96aa05e5e210e26 (MD5) Previous issue date: 2016-12-02 / Este trabalho fundamenta-se nos princ?pios te?ricos da Lingu?stica Cognitiva e tem como objetivo principal investigar como ocorrem os processos de conceptualiza??o a partir das leituras de charges relacionadas ? Copa do Mundo de Futebol 2014. Partindo da hip?tese de que conceptualizar consiste em um processo mental que possibilita ordenar e dar sentido ao mundo por meio das experi?ncias perceptuais e sociais de cada ser num determinado ambiente, faz-se necess?rio recorrer ?s no??es de categoriza??o (LAKOFF; JOHNSON, 1999), Modelos Cognitivos Idealizados ? esquemas de imagem (JOHNSON, 1987; LAKOFF, 1987), modelos proposicionais (LAKOFF, 1987) e modelos meton?micos e metaf?ricos (LAKOFF; JOHNSON, 1980; LAKOFF, 1987; FELTES, 2007) ? e infer?ncias (LAKOFF, 1993). Para a realiza??o deste estudo, o corpus selecionado ? composto por 15 (quinze) textos elaborados por alunos da 2? s?rie do Ensino M?dio noturno de uma escola da rede p?blica estadual, situada em Natal/RN. Tendo em vista o referencial te?rico e a natureza dos dados, adota-se a metodologia qualitativa (CASSEL; SYMON, 1994; GOLDENBERG, 1999) apoiada no paradigma da introspec??o (TALMY, 2005), que parte das percep??es individuais do pesquisador diante de um objeto a ser estudado. A partir da an?lise, atesta-se que a intera??o entre os elementos verbais e visuais dispostos nas charges atuam como guias de sentido e envolvem diversas percep??es ancoradas nos saberes individuais e partilhados entre os alunos. Verifica-se ainda nas produ??es textuais que alguns alunos ultrapassam o entendimento das pistas fornecidas pelos textos multimodais, evidenciando a import?ncia dos Modelos Cognitivos Idealizados (LAKOFF, 1987) na fundamenta??o desta pesquisa. Dessa maneira, ratifica-se o pressuposto cognitivista de que a conceptualiza??o e, consequentemente, a constru??o de infer?ncias s?o atividades cognitivas complexas que envolvem experi?ncias corp?reas e sociais. / This study is based on the theoretical principles of Cognitive Linguistics and aims to investigate how conceptualization processes take place as students read cartoons related to the 2014 Football World Cup. Assuming that conceptualizing consist of mental processe that allow the organization and understanding of the world through each subject?s perceptual and social experiences in a particular environment, it is necessary to resort to categorization notions (LAKOFF; JOHNSON, 1999), Idealized Cognitive Models - imagetic schemes (JOHNSON, 1987; LAKOFF, 1987), propositional models (LAKOFF, 1987) and metonymic and metaphoric models (LAKOFF; JOHNSON, 1980; LAKOFF, 1987; FELTES, 2007) - and inferences (LAKOFF, 1993). For this study, the selected corpus is composed of fifteen (15) texts produced by 2nd grade students attending a night class in a public high school, located in Natal / RN. Given the theoretical framework and the nature of the data, a qualitative methodology is adopted (CASSEL; SYMON, 1994; GOLDENBERG, 1999) supported by introspection analysis (TALMY, 2005), departing from the researcher?s individual perceptions about an object to be studied. Based on the analysis, we verify that the interaction between verbal and visual elements arranged in cartoons act as guides in meaning making and involve different perceptions rooted in individual and shared knowledge among students. Moreover, the textual productions reveal that some students go beyond the understanding of the clues provided by the multimodal texts, highlighting the importance of Idealized Cognitive Models (LAKOFF, 1987) in the grounds of this research. Thus, it confirms the cognitivist assumption that the conceptualization and hence the construction of inferences are complex cognitive activities that involve embodied and social experiences.