Banca de DEFESA: EVANI PEREIRA RODRIGUES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : EVANI PEREIRA RODRIGUES
DATE: 06/09/2022
TIME: 14:30
LOCAL: PLATAFORMA RNP
TITLE:

CONCEPTUALIZAÇÕES DE PROFESSOR/A EM MEMES: ESTUDO À LUZ DA SEMÂNTICA SÓCIO-HISTÓRICO-

COGNITIVA

KEY WORDS:

Cognitive Linguistics; Socio-historical cognitive semantics; Conceptualization; Present-time history; Memes; Teacher; Complexity theory.

PAGES: 279
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This Thesis aims to understand the conceptualizations of teachers in memes published on the
page entitled Teachers Against the Unpolitical School between 2017 and 2019. To do so, the
study sought to: a) address the Socio-Historical Cognitive Semantics, Education, History,
Sociology and Philosophy that underpin the debate on signification; b) identify, describe and
explain the cognitive processes underlying the conceptualization of teacher in the corpus; c)
interpret and systematize the results achieved. Its theoretical contributions are based on
Cognitive Linguistics, particularly Socio-Historical Cognitive Semantics, specifically, the
discussions undertaken by Lakoff and Johnson (1980 [2002], 1999), Lakoff (1987, 1993,
2007), Johnson (1987), Barcelona (2016, 2009[1996]), Peña Cervel (2016), Fillmore (1992),
Kövecses (2000, 2002, 2009, 2010, 2017), Duque (2016, 2017, 2018) and, also, in the
theoretical principles of Complexity Theory through the discussions proposed by Morin
(2001, 2015), Capra (1996), Capra and Luisi (2014), Maturana and Varela (2001 [1984]),
Almeida (2016, 2018b, 2020, 2021), among others. The study developed in this Thesis has an
interdisciplinary character, as it sought interconnections through Education (FREIRE, 1987,
1996, 1997, 2001), History and Politics (HOBSBABAWN, 1995; DELGADO; FERREIRA,
2013; PENNA, 2016), from Sociology (BAUMAN, 2007, 2001; DURKHEIM, 2011); from
Philosophy (ARENDT, 2016), from Biology (DAWKINS, 2001[1976]), besides considering
the contributions of Lexicography (HOUAISS, 2011; CUNHA, 2012). The approach adopted
in this Thesis presents a qualitative methodology of descriptive-interpretative, bibliographic
and documental character, on the basis of the introspection paradigm. The results achieved
were obtained through the study of a corpus consisting of multimodal texts - memes -
produced and published in the second decade of the 21st century (years 2017 to 2019),
therefore, texts that license understandings from our present time. The results were presented
from domains of experience activated by memes, for example the domains POLITICS and
RELIGION that licensed conceptualizations of teachers through metaphorical, metonymic
and schematic-imagetic cognitive models. Among them, there was a greater recurrence of the
metaphorical pattern TEACHER IS AN INDOCTRINATOR, and of the metonymic pattern
TEACHERS WITHIN IDEAS. In addition, it was verified that there is, among the other
activated domains, an inter-relation that converges to the understanding of teacher, still, in the
doctrinal perspective.

BANKING MEMBERS:
Presidente - 1679423 - AURELINA ARIADNE DOMINGUES ALMEIDA
Externo à Instituição - LEOSMAR APARECIDO SILVA - UFG
Externa à Instituição - ELISANGELA SANTANA DOS SANTOS - UNEB
Externo à Instituição - NATÁLIA ELVIRA SPERANDIO - UFSJ
Externo à Instituição - PAULO HENRIQUE DUQUE - UFRN