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

Abstract

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.