FROM THE WRITTEN FABLE TO THE THEATRICALIZED FABLE: RETEXTUALIZATION IN A SHORT COURSE FOR TEACHERS
This article analyzes the retextualization processes of transforming a written fable into a theatricalized fable in a short course for teachers. The research is based on the works of Marcuschi (2004), Dell’Isola (2007), and Dikson (2019) on retextualization, the concept of didactic itinerary by Colo...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Linguagem em (Dis)curso (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/26672 |
| Acesso em linha: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/26672 |
| Access Level: | acceso abierto |
| Palavra-chave: | Retextualização Fábula teatralizada Didática do Oral Retextualization Theatricalized Fable Oral didactics Retextualización Didáctica del oral |
| Resumo: | This article analyzes the retextualization processes of transforming a written fable into a theatricalized fable in a short course for teachers. The research is based on the works of Marcuschi (2004), Dell’Isola (2007), and Dikson (2019) on retextualization, the concept of didactic itinerary by Colognesi (2015) and Dolz, Lima, and Zani (2020), and the categories of non-linguistic means accompanying oral text by Dolz, Schneuwly, and Haller (2004). The analysis compared elements of the written and theatricalized fable presented through the multimodal transcription model of Dolz, Lima, and Zani (2021). The results contribute to the studies of oral didactics by showing that the transition from written to theatrical modalities involved specific adjustments. Notably, including non-linguistic elements, such as gestures and visual aids, have significantly enriched the theatrical production. |
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