A Teoria da Iconicidade Verbal e a transposição do texto oral para o audiovisual

Abstract

This study, based on the Theory of Verbal Iconicity (2009), seeks to understand how textual marks in oral narratives enable successful transposition to the audiovisual, as they direct meanings, which can be used as crucial tracks for the transposition of the verbal text for the audiovisual context. The main hypothesis is that an iconic approach offers an efficient basis for this transposition. The main objective is to propose an iconic relationship between linguistic-discursive mechanisms of oral narratives and the mechanisms used in audiovisual text, based on the aforementioned theory. In this way, I intend to contribute to the preservation of the memory of the former residents of the submerged city of São João Marcos through oral narratives told not only for the preservation of memory, but also as a social and cultural initiative. The specific objectives focus on the investigation of audiovisual mechanisms equivalent to cohesive marks in orality and the presentation of a proposal for didactic activities for reading and script production of audiovisual texts in the school environment, focusing on the process of meaning. The theoretical contribution is based on the approaches of Peirce (2017) and Santaella (2012) on Semiotics and those of Simões (2009) on the Theory of Verbal Iconicity. Furthermore, Zettl's (2017) precepts in relation to audiovisual text were used; those of Koch (2010) for the study of cohesion; and those of Risso (2022) regarding discursive markers. The qualitative results indicate that, in the linguistic context, with regard to sequential cohesion, both in oral and audiovisual narratives, temporal and spatial continuities are crucial. In orality, the discursive markers evidenced in oral narratives provide the perception of the division of the planes of the audiovisual text and the lexicon that accompanies these markers leads to the cutting and transition effects of the audiovisual text as “audiovisual conjunctions”. In the educational context, the results indicate that the activities proposed in light of the Theory of Verbal Iconicity aim at familiarity, bringing teachers closer to cinematographic techniques, promoting understanding of the signs of the audiovisual text and, also, proposing the development of essential skills for coexistence in a digital society. The results, finally, demonstrate the effectiveness of the iconic approach in transposing the oral to the audiovisual, highlighting its importance in the contemporary context of media literacy. Proving the possibility of transposition is a reality that can impact the way audiovisual language is perceived and taught