Representações sociais de metáforas no estudo de língua portuguesa

Abstract

This article aims to elucidate the social representation of metaphor teaching by high school teachers, in the sense of establishing possible relationships between such representations and the difficulties presented by students in the process of understanding the Portuguese language. In this way, we investigated the metaphor for its relevance in communication and for its teaching at this school stage, considering the fuller participation of young people in sociocultural practices and in ENEM assessments that involve this theme, in view of the problem of low performance of the evaluated students. For this, we carried out a qualitative and bibliographic research based on information collected in guiding documents on language teaching. Thus, we present and analyze ENEM's questions about metaphor, teachers' discourses about the teaching of this object in schools and, based on a questionnaire answered by thirteen teachers collected in a dissertation, we made a rhetorical analysis, based on the precepts of the New Rhetoric and in the Theory of Social Representations. Based on the results found, it seems that students have difficulty in understanding the text, although the metaphor is supposedly taught by teachers in the subject in basic education.