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Leitura interdisciplinar da literatura infantojuvenil = Interdisciplinar reading of children and teenager literature

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Author(s): Carlos Magno Gomes

Journal: Acta Scientiarum : Language and Culture
ISSN 1983-4675

Volume: 34;
Issue: 1;
Start page: 17;
Date: 2012;
Original page

Keywords: leitura | paródia | metanarratividade | literatura infantojuvenil | This paper presents a proposal for interdisciplinary reading from the exploitation of parody as a guide to read the children and teenager text. Due to its duality | the parody both dialogues with the cultural past | as it does a self-questioning about the way how it is narrated. As example | it is analyzed the parodical form as the woman questions the patriarchal space in the short-story A moça tecelã | by Marina Colasanti. Methodologically | it is proposed the critical formation of the reader from a hybrid reading of cultural elements considering the concepts of parody and irony proposed by Umberto Eco and Linda Hutcheon.

ABSTRACT
Este artigo traz uma proposta de leitura interdisciplinar a partir da exploração da paródia como roteiro de leitura do texto infantojuvenil. Por sua dualidade, a paródia tanto dialoga com o passado cultural, quanto faz um autoquestionamento da forma como é narrada. Como exemplo, analisa-se a forma paródica como a mulher questiona o espaço patriarcal no conto A moça tecelã, de Marina Colasanti. Metodologicamente, propõe-se a formação crítica do leitor a partir de uma leitura híbrida dos elementos culturais, considerando os conceitos de paródia e ironia propostos por Umberto Eco e Linda Hutcheon. This paper presents a proposal for interdisciplinary reading from the exploitation of parody as a guide to read the children and teenager text. Due to its duality, the parody both dialogues with the cultural past, as it does a self-questioning about the way how it is narrated. As example, it is analyzed the parodical form as the woman questions the patriarchal space in the short-story A moça tecelã, by Marina Colasanti. Methodologically, it is proposed the critical formation of the reader from a hybrid reading of cultural elements considering the concepts of parody and irony proposed by Umberto Eco and Linda Hutcheon.
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