Leitura de crônicas narrativas: um estudo enunciativo do tempo

Abstract

This academic work relates Émile Benveniste's Enunciative Theory to the teaching of Portuguese, considering the category of time when working with narrative texts. The general objective is to study the category of time in Émile Benveniste, observing its functioning when reading narrative texts in the school context. Thus, the specific objectives are: to reflect on the school context, contemplating aspects of reading in Portuguese classes; to deepen concepts of language theory in Émile Benveniste; to examine the enunciative categories according to Émile Benveniste, especially that of time in the reading of narrative chronicles; to reflect on the use of narrative text in Portuguese classes, in order to perceive it as a teaching instrument in basic education. This is based on the intention of elucidating the problematization, namely: in what way can the category of time, discussed by Émile Benveniste, be worked on in the reading of narrative chronicles in Portuguese classes? The theoretical framework used includes the National Common Curricular Base (2018a), the considerations of Luciano Amaral Oliveira (2010), Naujorks (2011) and Benveniste (2020, 2023), in addition to other scholars who reflect on the teaching of Portuguese Language and Enunciation. This study is considered bibliographic, exploratory and descriptive, with a qualitative approach and is basic in nature. The corpus of analysis includes the narrative chronicles "Vida de professor", "Virei zumbi, e agora?" and "Alma borrada", written by Marcelo Mugnol. Through this research, it is clear that Émile Benveniste's Enunciative Theory constitutes important notes on possibilities of work to be carried out by the teaching staff in Portuguese Language classes, such as the need to consider the language in use and surrounded by its formal apparatus. It is the language that manifests a human experience, which each individual experiences in their own way and which students can experience when reading narrative texts.