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A gramática da cor: consensos culturais no ensino/aprendizagem de PLE por aprendentes chineses
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Resumo(s)
As cores são percecionadas de formas diferentes pelas pessoas, em geral,
dependendo da sua história de vida, formação, idade, etc. Por vezes, a mesma pessoa,
em momentos diferentes experiencia o mesmo conjunto cromático de maneira distinta.
Se indagarmos a produção do significado multimodal e o papel que a cor desempenha
nele ao nível das diversas culturas veremos que cada cultura tem a sua forma própria
de se exprimir através da cor, atribuindo-lhes determinados significados e
associando-as a ideias, valores ou sensações variadas. Estudar o modo e os recursos
envolvidos na produção deste significado é tarefa árdua que requer um suporte
científico adequado. Esta investigação tem como objetivo principal estudar o
significado das cores e do seu uso nas culturas chinesa e portuguesa, designadamente
em manuais de ensino-aprendizagem das línguas. Com base nos trabalhos, sobretudo
de Kress e Leeuwen (1996), foram analisados quatro manuais produzidos no interior
das culturas portuguesa e chinesa. Dois destes manuais são para o ensino de língua
materna, dois para o de língua estrangeira.
A análise contrastiva da cor permitiu confirmar a presença de alguns padrões
culturalmente marcados, distinguindo gostos, valores, ideias e atitudes pedagógicas
próprios de cada cultura. Permitiu, ainda, dentro de cada cultura, detetar escolhas
distintas, princípios de layout e seleção cromática orientados para o público
destinatário. Algumas das reflexões conclusivas deste trabalho podem ser úteis para
professores de LE, portugueses ou chineses, autores de manuais e agentes de ensino
em geral.
Abstract: Colors are perceived differently by different people, generally depending on their life story, education, age, etc. Sometimes, the same person, in different times, experiences the same chromatic set in a different way. If we examine the production of multimodal meaning and the role that color plays in different cultures, we see that each culture has its own way of expressing itself through color, attaching several meanings to it, and associating it to a variety of ideas, values and feelings. Studying the mode and the resources involved in the production of this meaning is a hard task that requires an adequate scientific background. The main purpose of this investigation is to study the meanings of the colors and of their use in the Chinese and Portuguese cultures, namely in teaching/learning language textbooks. Based on Kress and Leeuwen’s (1996) works, four textbooks produced inside the Chinese and Portuguese cultures were analyzed. Two of them are used in the teaching of mother language and two of them are used in the teaching of foreign language. The contrastive analysis of the color allowed us to confirm the presence of some cultural patterns, distinguishing tastes, values, ideas and pedagogic attitudes that are specific of each culture. It also allowed us to detect, inside each culture, distinct choices, layout principles and chromatic selection oriented towards the target audience. Some of the conclusive reflections may be useful to foreign language teachers, Portuguese or Chinese, textbook authors and providers of education in general.
Abstract: Colors are perceived differently by different people, generally depending on their life story, education, age, etc. Sometimes, the same person, in different times, experiences the same chromatic set in a different way. If we examine the production of multimodal meaning and the role that color plays in different cultures, we see that each culture has its own way of expressing itself through color, attaching several meanings to it, and associating it to a variety of ideas, values and feelings. Studying the mode and the resources involved in the production of this meaning is a hard task that requires an adequate scientific background. The main purpose of this investigation is to study the meanings of the colors and of their use in the Chinese and Portuguese cultures, namely in teaching/learning language textbooks. Based on Kress and Leeuwen’s (1996) works, four textbooks produced inside the Chinese and Portuguese cultures were analyzed. Two of them are used in the teaching of mother language and two of them are used in the teaching of foreign language. The contrastive analysis of the color allowed us to confirm the presence of some cultural patterns, distinguishing tastes, values, ideas and pedagogic attitudes that are specific of each culture. It also allowed us to detect, inside each culture, distinct choices, layout principles and chromatic selection oriented towards the target audience. Some of the conclusive reflections may be useful to foreign language teachers, Portuguese or Chinese, textbook authors and providers of education in general.
Descrição
Palavras-chave
Cores - Aspectos simbólicos Língua portuguesa - Estudo e ensino - Falantes do chinês Linguagem e cultura Manuais de ensino - História e crítica Teses de mestrado - 2015