O discurso do cordel sob perspectiva de gênero




This research focuses mainly on studying and strengthening cordel discourse, a type of verbal art that has been spoken, heard, edited and read for over a century by people, communities and popular groups, especially those linked to Brazils Northeast population, but which remains relatively obscured by literary historiography and the educational system (Cascudo, 1953. 1978, 2000; Abreu, 1999; Bosi, 2002), as if it was a phenomenon alienated from brazilian culture. Although the educational system has been refocused due to the National Curricular Parameters (Parâmetros Curriculares Nacionais PCNs), established by the Ministry of Education (Ministério da Educação MEC), Brazil, 2009, there are few educational material compatible with teachers needs. As a theoretical and methodological framework, I apply in this doctoral thesis a Critical Discourse Analysis model (CDA), as proposed by Chouliaraki &Fairclough (1999) and Fairclough (2003) as well as the Discourse Semantics (Martin &Rose, 2007, 2008) and Positive Discourse Analysis (PDA), formulated by Martin (2000, 2004). Both approaches are supported through a theoretical triangulation based upon Systemic Functional Linguistics (Halliday, 1994, 2004). The generation of empirical data that make up the study of a corpus establishes a qualitative documentary research study given that I look at detailed description and interpretation of five cordel booklets, selected representatively from a discursive genre configuration that should be valued in terms of our social, historical, political and cultural context. I analyze the five cordel booklets from a Genre Theory perspective developed by Martin &Rose (2007, 2008) that characterizes genres as staged, goal oriented social processes. As a basis for the categories that come up from this data, I use analytical tools that involve Ideation and Appraisal (Martin &Rose (2008), and Recontextualization or Social Actors (van Leeuwen (1993), so as to especially elaborate links between culture and lexicogrammatical realizations in cordel booklets. In looking at the stages and phases in these texts as well as negotiation of attitudes and participant recontextualization, it is possible to identify the manner in which each text is organized so as to meet its goals which are then linked to appraisal, (affect, judgment and appreciation) sharing of producers and readers cultural context and also to negotiating identifications in the culture in which they are inserted. Results allow us to affirm that it is feasible to study and teach the cordel genre in the classroom by introducing it as verbal art, thus going beyond the prejudices with which Cordel Literature has been associated so far.


brazilian culture discourses, discursive genres cordel literatura cultura brasileira gêneros textuais literature linguistica cordel discurso, gêneros discursivos textual genres

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