Poetics and cultural artifacts in literacy practices in the first years of Elementary School

• Grant number: 16/17059-6
• Support Opportunities: Regular Research Grants
• Start date: February 01, 2017
• End date: January 31, 2019
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Maria Silvia Cintra Martins
• Grantee: Maria Silvia Cintra Martins
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

This project belongs to the research lines "Translation and poetic studies" and "Digital literacy and cultural artifacts" of the Research Group LEETRA (CNPq), of which I am the leader. I aim to continue FAPESP Research Projects 2012/15852-0 and 2015/24353-5, as well as CAPES/PNPD "Translation and New Literacies". I aim at understanding sociocognitive, discoursive and identity processes inherent in language practices emphasizing, in this phase, the understanding of the role of cultural artifacts (Bartlett, 2006) for intermediating oral and written language practices, as well as the role of poetic texts within such a process. Looking for complementary subsides for New Literacy Studies for approaching the themes of poetics, translation and cultural artifacts, I explore concepts of Culture Semiotics (Lotman, 2005) and issues concerning Translation Studies (Jakobson, 1973; Derrida, 2002; Benjamin, 2010; Pym, 2011). I particularly intend to research and propose methodologies for the pedagogic work with literary texts at the Elementary School with the inclusion of digital technology; I also seek a deepening in the understanding and application of the theory developed by Henri Meschonnic (1973 to 2016), taking into consideration the three axes of his production: as a poet, as a translator, as a writer. I defend the relevance of such a research, on one hand, because Meschonnic's work is not sufficiently known and explored in the area of linguistic studies; on the other hand, because it is directed to the reality of the relevance of pedagogic work with literary texts at the first years of Elementary School and proposes the innovation in the construction of a cultural digital artifact. The project is based upon interpretative paradigm of social research on language uses (Erickson, 1984; Moita Lopes, 1994). (AU)