The frames semantics as a tool for analysis of student’s speech – indicators success in an academic dramaturgy project

Abstract

This paper - linked to project Practices Orality and Citizenship (MIRANDA, 2007 /FAPEMIG) and to the lexicographical FrameNet project (www.framenet.icsi.berkeley.edu) in their line Frames and Citizenship - is defined as a study case (Yin, 2001) and aims at the investigation of school practices that contribute to the promotion of education of orality equated to a favorable interactional environment to teaching and learning process and to civic education. The investigative scenario chosen was a public school in the city of Juiz de Fora - MG, recognized, by managers and teachers, by the "success" of their projects, in particular the theater project. The database consisted of documentation in audio (and later transcribed) semi-structured interviews (LABOV, 2008 [1972]) made with students of the 6th year participating in the project. The linguistic contribution of this study is linked to the Semantics of Frames (FILLMORE, 1977, 1988, 2007) that provides a central analytical category for the analysis of discourses - the frame. In this paper, we bring partial results about frames network evoked by the discourse of the students, following the methodology of annotation promoted by a computational tool (FrameNet Desktop) of the lexical project FrameNet. In the partial analysis begins to gain relief an indicator of success, the emergence of frames (Intencionally_create; Intencionally_act; Forming_relationships and others) in which the student is configured as a Frame Element with active role in mediated teacher scene, which can be the first indicator of success: youth participation (COSTA, 2004).