"Porcarias", inteligência, cultura: semioses da ecologia da comunicação da criança com as linguagens do entretenimento, com enfânse nos games e nos desenhos animados
This thesis aims to understand how children communicate with the languages of entertainment, particularly games and cartoons, as a knowledge-generating process. Facing this challenge, the concept of semiosis was used to guide the investigation, given that it describes an intelligent action that invo...
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| Formato: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2005 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Repositório Institucional da PUC_SP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.pucsp.br:handle/4380 |
| Acesso em linha: | https://tede2.pucsp.br/handle/handle/4380 |
| Access Level: | acceso abierto |
| Palavra-chave: | Comunicação Criança semiose games Desenhos animados conhecimento communication children semiosis cartoon knowledge CNPQ::CIENCIAS SOCIAIS APLICADAS::COMUNICACAO |
| Resumo: | This thesis aims to understand how children communicate with the languages of entertainment, particularly games and cartoons, as a knowledge-generating process. Facing this challenge, the concept of semiosis was used to guide the investigation, given that it describes an intelligent action that involves processes of interpretation, thought, knowledge. Under this course of action, the relationship between the children and the languages in question was defined as en ecology of communication, mediated by sign processes, in which three highly heterogeneous semiotic systems play a part, namely the biological human systems (the children), the technological systems (the media supports) and the entertainment systems (cartoons and games). Immersed in the sign processes of this ecology, which is engrossed within the semiosphere, the child learns the codes for different languages available in her environment, working through her demands of language elaboration. In this context, the signs the child sends back into the world, in her communication, represent the knowledge she acquires through participating in this ecology. The analysis aim to understand both the semiotic experience the child undergoes in this environment, and the signs she or he sends back into the world in the communication process. This theoretical perspective was build with the help of a framework of concepts founded upon Charles Sanders Peirce s general semiotic, on the cultural semiotic of the Tartu-Moscow School, particularly the concept of semiosphere as proposed by Iúri Mikhailovich Lótman, on the ecosemiotics based on the formulations proposed by Winfried Nöth and Kalevi Kull, as well as on the concept of communication proposed by cybernetics via Norbert Wiener. The hypothesis, arguments and analysis were drawn from observations based on the field research of children of different ages, in the cities of São Paulo, Rio de Janeiro and Manaus, at their homes, favoring the environment in which takes place, most of the times, their communication with the languages in question |
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