English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Portuguese language teaching in Brazil is based on prescriptive grammatical rules that often open a gap between language and the student’s reality. In the case of metaphor teaching, it can be noticed that in most Portuguese grammars the teaching approach still seems to have stagnated in an Aristotelian perspective, which sees this phenomenon only as a linguistic ornament. However, studies about metaphor (LAKOFF; JOHNSON, 1980) have advanced in the last thirty years, with a new vision that metaphors are in our conceptual system. The goal of our paper is to show the perspective from which this cognitive phenomenon has been handled in the last twenty years, in seven Portuguese grammar books, currently adopted in public and private schools in Fortaleza, Ceará. We found that progress has been made concerning the teaching approach of metaphors; however, the outlook is still trapped in traditional approaches, in a static dichotomous perspective, that divides the language into denotative and connotative.

A RESISTENTE VISÃO ARISTOTÉLICA NO ENSINO DE METÁFORAS EM GRAMÁTICAS BRASILEIRAS