O Texto na tela: a construção de sentido na leitura do filme A ERA DO GELO

Abstract

This study aims at investigating the various levels of knowledge and the competencies that undergraduate students of Letters/Portuguese courses from two distinct public universities are able to mobilize during the reading process of a filmic text, The Ice Age. After identifying strategies adopted by them during the reading of the text, we evaluated the activities they elaborated in order to explore the movie in classroom. By raising the hypothesis that the animated movie is a text genre to be explored in Portuguese classes due to its qualities to the development of reading abilities, we observe that, when well chosen, movies can promote an interdisciplinary and intertextual reading. This study has foundations in the theories of text genre such as proposed by Meurer (2002); Marcuschi (2008); Dell´Isola (2009); Adam & Heidmann (2011); It explores the notion of filmic genre as corroborated by Bruzzo (1995); Rodrigues (2005); Carvalho (2007); deals with the cinematographic language as in Rey (1997) and Napolitano (2004); explores the obstacles that make difficult the use of movies in classroom as presented by Ferretti (1993); Bruzzo (1995) and Almeida (2004); and, based on this theoretical framework and analysis of the corpus, search for answers to the questions that lead this investigation: what levels of knowledge the students of undergraduation courses of lettes mobilize during the reading of the film Ice Age, which reading strategies they adopt and what proposals they present in order to explore that film in classroom. For this investigation, we conducted an experimental research in which respondents watched a cartoon movie, answered a questionnaire with questions about the reading of the film and pointed out possible didactic proposals to deal with this cartoon in the classroom. The conclusions reveal that, in both universities, the students, despite of having the habit of watching movies out of the universities, show that when this practice occurs in classroom there is a reversibility of the film function. Besides, they present different levels on the reading of the movie. This diversity of readings happens due to the inferences generated by the range of previous knowledge used during reading. Although almost all the respondents were able to make connections between the plot of the movie and its possibilities of use for various school subjects, we identified different levels of complexity in the activities they proposed. Because these informants are going to became teachers and help in the formation of critical thinking, we believe that the results of this thesis point out to the necessity of investment on issues related to the practice of reading of movies. This is one more subject to be discussed in debates on text genres that can contribute to improve some practices related to the formation of a critical reader.