Literary word: power in the subject reader formative action
This article addresses the literary word as a motivator for the construction of dialogues and personal interactions. “The word is a kind of bridge thrown between me and others. If it leans on me at one end, on the other it leans on my interlocutor. The word is the common territory of the speaker and...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Anuário de Literatura (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/102108 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/literatura/article/view/102108 |
| Access Level: | acceso abierto |
| Palabra clave: | literary word literary reader leading mediation formation of the literary reader palavra literária leitor literário mediação de leitura formação do leitor literário |
| Sumario: | This article addresses the literary word as a motivator for the construction of dialogues and personal interactions. “The word is a kind of bridge thrown between me and others. If it leans on me at one end, on the other it leans on my interlocutor. The word is the common territory of the speaker and the interlocutor” (Bahktin, 2006, p. 115). Our proposal with this work is to build up an investigative look at the power of the word in the literary text and the consequent speaker/interlocutor interaction which, according to our studies, may be responsible for personal, cultural, as well as social transformations not only in the educational context but also – and, perhaps, above all – in the extra educational one. Understanding literary reading in a more meaningful and pleasurable way, in addition to decoding and identifying elements of the narrative, is the starting point for the development of this research. We conclude that the literary word is, in addition to transforming, a right and an urgent need. To support this study, we approach the theoretical assumptions of Mikhail Bakhtin (2006) and his conception of language, Paulo Freire (1989) and the role of the reader subject, and Antonio Candido (1988) and his defense of the right to literature – among others. |
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