O gênero literário como uma ponte para o conhecimento: utilizando uma história ficcional para transmitir conteúdos acadêmicos

Abstract

This dissertation is the result of the process of creating a fictional narrative for the transmission of academic contents, whose objective is to facilitate the access to scientific knowledge to the non-specialized public, often away from the high technical and formal rigor of the University productions. In order to ground this form of work, we sought to base the principles established by Sociolinguistics itself, among which, for example, the linguist is seen as an agent of social change (CHARITY, 2008), in the principle of inseparability between Teaching, Research and Extension, which provides for a relevant university and participant in the society where it is inserted (VALÊNCIO, 1999), in the extension activity in postgraduate courses, citing as an example PROFLETRAS and LABJOR, as well as academic works that have a certain degree of similarity with the objectives of this dissertation, is the case of Costa's thesis (2007) and the dissertations of Antunes (2015), Cavalcante (2016) and Profeta (2017). The academic contents are the concepts of norms (standard, cultured , grammatical and popular) according to the studies of Faraco (2008), linguistic prejudice according to Bagno (1999), among other topics of Sociolinguistics. Such content will be treated in fiction narrative in a veiled and very subtle way, from the names, features and attitudes of the characters, not intended to exploit them explicitly, but rather through the sub-understanding, so that the specialized audience is able to perceive them and that the non-specialized public, with little clarification, is able to reach an understanding of the topics addressed. The narrative genre short story was chosen as a support for fictional history, given its peculiar characteristics that are coherent to the proposal of this work, such as extensive brevity, wide range of stories and possibility of extrapolating reality, for example. In order to structure the plot of the story, the pattern described by Vogler (2015) called the hero's journey is used, which is followed by many of the stories already crystallized in common sense, thus expecting a narrative that is easy to understand and attractive to the reader who serves as an alternative support in the process of teaching mother language