A FIGURATIVIDADE NO LIVRO DIDÁTICO “MULTIVERSOS: LINGUAGENS” APROVADO PELO PNLD (2021) NA REDE DE ENSINO PÚBLICO NO ESTADO DO MARANHÃO: A IMPORTÂNCIA DA METÁFORA E METONÍMIA CONCEPTUAL PARA A COMPREENSÃO LEITORA

Abstract

This research addresses the relationship between figurativity and teaching, regarding the treatment given to metaphors and metonymies in the textbook approved by PNLD 2021, Multiversos: Linguagens no Mundo dos Afetos, by Arruda et al. (2020), published by FTD, and used in high schools in the state of Maranhão, Brazil. In this regard, the study is guided by the following central question: What treatment is given to metaphor and metonymy in the textbook, and what are the contributions of the Conceptual Metaphor Theory to teaching? The study promotes discussions that aim to contribute to making the understanding of metaphors and metonymies, from the perspective of Cognitive Linguistics, more relevant to reading comprehension. In this sense, the research seeks to foster the comprehension of conceptuality, once established through the Conceptual Metaphor Theory (hereafter CMT), proposed by Lakoff and Johnson (1980), so that it may be understood, analyzed, and concretely applied in teaching and classroom practices. This is a qualitative, bibliographical, and documentary study that presents a corpus which, throughout the analyses conducted, reveals important data for building the research findings. Regarding the approach, a lexical analysis was employed to identify metaphors while describing the treatment given to metaphors and metonymies in Portuguese language textbooks. To achieve the proposed objectives, the study draws upon contributions from authors and scholars of Cognitive Linguistics, such as Ferrari (2018), Abreu (2013), Carneiro (2009), and Brandão (1986), in addition to the foundational Conceptual Metaphor Theory (1980) and other works, such as Teaching and Reading by Kleiman (1997). These approaches consistently contribute to the development of the research. A methodological path of study was also undertaken regarding the guidelines of the Base Nacional Comum Curricular (BNCC) and its contribution to promoting the teaching of figurativity in a unified manner. The results revealed that, despite the advancement of Cognitive Linguistics (CL) and the Conceptual Metaphor Theory, the classical view of figurativity studies—particularly of metaphor—still prevails. However, a subtle and superficial understanding of the cognitive basis was observed, indicating the need for a more concrete deepening in accordance with what is proposed by CL and CMT.