A criança e os arranjos metafóricos: uma experiência de aquisição da língua

Abstract

In their relationships with others in their lives, children acquire their mother tongue and begin to use this language in a variety of ways, including narrative. In the act of narrating, children can make shifts and transfer meanings between language forms to name something in their discourse. Based on this, the study constituted in this dissertation addresses the metaphorical arrangements produced in children's narratives in their language constitution. The guiding question of the research is: What is the role of metaphorical arrangements produced in the narratives of two children, aged 3 and 5, in their language constitution trajectory? To answer this question, the general objective is to analyze the role of metaphorical arrangements produced in the narratives of two children, aged 3 and 5, in their language constitution trajectory, over a period of 6 months, and the specific objectives are: a) to reflect on how language acquisition is theorized in enunciative studies; b) understand the metaphorical arrangements produced in the narratives of two children in their language constitution journey from the enunciative acquisitional perspective; and c) describe the metaphorical arrangements based on the technical procedure of case study. From this perspective, we seek to present a reflection on language acquisition with a focus on the acquisitional enunciative perspective (Silva, 2009), which is proposed based on the principles of Émile Benveniste and presents a theoretical-methodological device to explain the acquisition of language (I/you-he)-HE: the child I, the other in his/her environment you, the language he and the culture HE. It is also the studies of Diedrich (2022; 2023) that guide the reflections on the narrative in the child's speech based on the enunciative principles, which define this way of manifesting language as an evocation of previous experiences in language, recreating lived or imagined events. Furthermore, in the constitution of their discourse, the child can institute metaphorical arrangements, a term derived from the Benvenistian principle of "analogical transfers of denominations" (Benveniste, 2020, p. 40), which is related to the transfer of forms and meanings in discourse through the analogy with which they are configured in the language system. With this theoretical approach, this is a qualitative, applied and exploratory research, which analyzes data from two children, one aged 3, the other aged 5, who are part of a corpus already constituted in a previous project, entitled The narrative of the child in the context of the Covid-19 pandemic: displacements in the symbolic of language. Finally, it can be inferred from this research that, according to Silva (2009), it is through the history of enunciations that the child establishes himself in the language of the society in which he is inserted, being the other of the coexistence that calls him to enunciate and, from this, he begins to symbolize and perform displacements between the forms and meanings of the language. In addition, the child mobilizes forms and meanings of this system in the discourse, which can be materialized through narratives, and, in this mobilization, the metaphorical arrangements, in the relationship with a you, allow the analogy of meaning and the transfer of concepts.