Semiotic and lexical fields: a methodology of approach of the text in the school

Abstract

Aiming to contribute to the teaching improvement, concerning the text approach in the primary and secondary education, we have dedicated in the doctorate research, to develop a text approach suggestion as regards reading and linguistics analysis. In this essay, we are presenting a reading lesson suggestion, developed during the intervention process of our research, and applied in an 8th grade class of the secondary education. The theoretical-methodological toll used was the French Semiotics theory, and the text segmentation strategy used was the Lexical fields, a methodology developed by Maurand (1992) and spread in Brazil by Limoli (1997, 2001, 2005). All the activities described in the essay are related to the text “Metonímia, ou a vingança do enganado” a three scene drama, written by Raquel de Queiroz. Our objective, presenting and developing these activities, was to verify the efficiency of the adopted methodology in order to be used by mother language teachers. From the data got during the lessons development, it can be seen that the Semiotics can be an important theoretical-methodological toll to teachers that are working with texts.